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SUPERVISOR TRAINING PROJECT
Training and Support for Child Welfare Supervisors
2011
National Child Welfare Resource Center for Organizational Improvement
A service of the Children’s Bureau, a member of the T/TA Network
Muskie School of Public Service, University of Southern Maine
PO Box 9300, 34 Bedford Street
Portland, Maine
www.nrcoi.org
Table of Contents
I. About the Supervisor Training Project 1
II. Supervisor Training and Support by Topic 2
Pre-service Training 3
Ongoing Training 21
Professional Development 43
Supervisor Requirements 55
Mentoring/Coaching 63
Meetings and Conferences 67
Resources for Supervisors 75
III. Supervisor Training and Support by State 78
Alaska 79
Arizona 81
California 84
Colorado 90
Connecticut 93
Delaware 95
District of Columbia 97
Florida 99
Georgia 102
Idaho 106
Indiana 109
Iowa 113
Kansas 116
Louisiana 118
Maine 121
Maryland 123
Massachusetts 125
Michigan 128
Minnesota 131
Missouri 133
New Hampshire 135
New York 138
North Carolina 142
North Dakota 145
Ohio 147
Oklahoma 150
Oregon 153
Pennsylvania 156
Rhode Island 159
Vermont 163
Virginia 166
Washington 168
Wisconsin 170
Wyoming 172
IV. APPENDICES
Appendix A: Discussion Guide 174
Appendix B: Additional Resources 178
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I. About the Supervisor Training Project
In response to an increasing interest in child welfare supervision, the National Child
Welfare Resource Center for Organizational Improvement (NRCOI) collected information on
how States train and support Child Welfare Supervisors. Information on the current approaches
States are taking has been compiled, along with available curricula and materials. This project
was made possible by the State child welfare training staff who participated in one-hour phone
interviews. The main interview topics included: pre-service training, ongoing training,
professional development, and supports for supervisors. NRCOI staff used an informal
discussion guide to conduct semi-structured interviews (please refer to Appendix A –
Discussion Guide). We are pleased to report that we received positive feedback from the States,
with 34 participating in the interview process.
Of the 34 States we interviewed, 24 indicated they have pre-service training programs
for supervisors that are specific to child welfare, and 29 offer ongoing training. The majority of
these training programs are competency based and cover administrative and managerial topics
as well as clinical and casework supervision. Most of the States (28) also offer professional
development opportunities to their supervisors, with 15 specifically mentioning tuition
reimbursements. We also gathered information and materials on conferences, meetings, and
additional resources for supervisors. Many of the States hope to update and improve the
training they offer to their supervisors, and approximately half (17) of the States are currently
utilizing training needs assessments.
In regard to support, 14 States mentioned a mentoring or coaching program for their
supervisors. States also reported regular formal meetings for supervisors (21), with the majority
(17) occurring on a monthly or quarterly basis.
The information and materials gathered throughout this project have been organized
into State and topic area summaries. We hope both State agencies and the Children's Bureau
T/TA Network use this information to generate training ideas and to understand how other
States approach supervision training and support. Also included is a brief list of additional
resources related to supervisory training (please refer to Appendix B – Additional Resources).
All of this information is also available on the NRCOI website at:
www.nrcoi.org/supervisionproject.htm. We plan to update this information on an annual basis.
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II. Supervisor Training and Support by Topic
Through the Supervisor Training Project, NRCOI Staff collected a great deal of
information regarding what States have in place to train and support their child welfare
supervisors. In order to make this abundance of information easy to navigate, summaries
focuson the following topics (select a topic to jump to that section):
Pre-service Training
Ongoing Training
Professional Development
Supervisor Requirements
Mentoring/Coaching
Meetings and Conferences
Resources for Supervisors
The NRCOI asked States about their requirements for becoming supervisors, any pre-
service and ongoing training they have available, as well as professional development
opportunities and supports for supervisors (refer to Appendix A for a complete discussion
guide). Supports for supervisors included information on any resources, meetings, programs,
and networking opportunities. As a way to support supervisors, a number of States mentioned
implementing a mentoring and coaching program. For the other topic areas, the following
definitions were applied:
Pre-service Training – any training specifically targeted at preparing someone to
assume the position of a supervisor. This training is generally mandatory, and
can occur before or within a specified time frame of assuming the position
Ongoing Training – any training available for supervisors regardless of tenure in
the position
Professional Development – opportunities beyond those offered through
ongoing training (i.e. graduate education, conferences, training by outside
agencies, etc.)
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Pre-service Training
STATE Pre-service Training
Alaska In the beginning of 2010, it became mandatory for all new supervisors to
complete Alaska’s Supervisor Training Parts I & II. At that time, all
supervisors, regardless of tenure, were required to attend the training. The
training is now being offered once annually to new supervisors. It is child
welfare specific and was adapted from the Butler Institute’s curriculum,
Putting the Pieces Together and Michigan State University’s workbook series,
Staff Retention in Child and Family Services. Part I consists of two modules
and is trained over three days; Part II consists of two modules and is trained
over two and a half days. The Director of the Training Academy co-trains this
curriculum with a staff trainer in Anchorage.
Supervisor Training Parts I & II Summary
Supervisor Training: Putting the Pieces Together
Arizona Arizona conducts a pre-service Supervisor Core training for all new
supervisors. This training is mandatory and must be completed within one
year of assuming the position as supervisor. All Supervisor Core courses are
competency-based. The first section of core consists of four level-one courses,
trained every two months by Arizona State University. Each course is two
days and trained in the classroom:
Supervision 411: A basic introduction to supervision
Electronic Information Systems: Teaches the SACWIS system and
Dashboard
Legal and Policy for Supervisors
Supervising the Child Safety Assessment and Strength and Risk
Assessment and Case Plan Process: This course addresses clinical
supervision of the automated process that helps workers complete a
comprehensive assessment of families.
The second section of core consists of four advanced-level courses, co-trained
every six months by the Child Welfare Training Institute’s (CWTI)
Supervisor Training Coordinator and an Assistant Program Manager (APM).
APMs are responsible for supervising and mentoring supervisors in the State.
Each course is two days and trained in the classroom. The first three of these
courses were adapted from Colorado’s “Putting the Pieces Together”
supervision training:
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Administrative Supervision
Educational Supervision
Supportive Supervision
Clinical Supervision in Child Welfare: The curriculum for this course
was created through ASU’s project, Strengths Based Supervision, A
Child Welfare Supervision Training Project.
Following completion of core training, CWTI staff is available (by request) to
travel to regions and assist supervisors with application of the training
materials. Additionally, a Supervisor Core Advisory Committee meets
several times annually to discuss potential training topics needed by
supervisors.
Additionally, the Department of Economic Security (DES, the umbrella
organization for the Department of Children, Youth and Families), requires
that all DES supervisors complete 11 online courses. These courses are not
child welfare specific. CWTI has begun reviewing DES curricula to ensure
that materials are not being repeated in CWTI’s trainings. The DES trainings
are theoretical in nature, while Supervisor Core is focused on the application
of skills specific to child welfare supervision.
California All supervisors must complete the Supervisor Core Curriculum within 12
months of assuming a supervisory position. This training is child welfare
specific; though some counties now request that supervisors in other
program areas also attend the training (e.g. eligibility staff, other human
services staff). The statewide Supervisor Core content is systematically
updated and publicly available.
Each Regional Training Academy (RTA) and the Inter-University
Consortium (IUC) provide this training, tailoring and supplementing it to
meet their regional needs. Information and topics from the regions are
available here:
Northern RTA
Bay Area RTA
Central RTA
Southern RTA
The written curriculum for Los Angeles/IUC is available by request:
http://iuc.sppsr.ucla.edu/iucmain/. This 15-day Supervisor Core training
program meets the requirements of the California Supervisor Core.
Curriculum modules include:
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Managing within a Child and Family Service System: Leadership,
Administration and Performance Improvement and Fiscal
Essentials (2 days)
Child Welfare Policy and Practice for Supervisors and Applying
Evidence Based Practice in the Unit (1 day)
Managing Work through Other People: Educational and
Supportive Supervision (3 days)
Developing Teams and Managing Performance (2 days)
Structured Decision Making (SDM) Implementation in the Unit to
Achieve Outcome Measures and Outcome-Based Management (1
day)
Casework Supervision (2 days)
SDM Case Review Tool Training for supervisors: Monitoring
SDM in the Unit (1 day)
Personnel Issues and Performance Evaluations (2 days)
Transfer of Learning: The Supervisor’s Role in Developing Staff (1
day)
The various RTA/IUC curricula provide information on administrative and
managerial skills, including progressive discipline and how to work with
your own manager, stakeholders and employees. Counties may provide
training specific to these topics as well. The Supervisor Core and various
RTA/IUC curricula also cover clinical and casework supervision skills,
including a process by which supervisors identify what should be monitored
and how to monitor worker performance and outcomes. All curricula have
learning objectives and are linked to competencies.
The number of hours and days of training varies by region. Generally, the
training is offered in the classroom, though some regions provide virtual
content and support as well. Trainings are available at multiple locations
around the State and within each region. Each region determines the best site
for delivery of training based on their counties’ needs. A combination of
university staff and contracted trainers are used to train Supervisor Core.
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Colorado Colorado requires that all supervisors complete the Supervisor CORE
training prior to assuming their duties. The training begins with three days of
classroom instruction, followed by four weeks of on-the-job training. Once all
OTJ activities have been completed, supervisors return to the classroom for
seven additional days of training. Regional training specialists meet with
participants and their supervisors three times throughout the training (pre-
training, midway, and post-training for assessment). These meetings are an
opportunity to ask questions, receive guidance, and discuss future goals and
training needs. Pre and post tests are administered to all participants.
Connecticut
Connecticut uses a modified version of Marsha Salus’ pre-service training
curriculum that they’ve tailored to be specific to child welfare within their
State. This training for supervisors is based on Kadushin’s model of social
work supervision. Supervisors are required to complete this training within
12 months of assuming their position. This training is typically offered 2-3
times per year, though availability is dependent on the annual budget.
Currently, the training is classroom-based. The Training Academy hopes to
provide online access to the training in the future.
DC DC contracts with Marsha Salus to train the course “Mastering the Art of
Child Welfare Supervision.” Supervisors are required to complete this
training within eight months of assuming the position. The six module
course is competency-based and is trained in the classroom, eleven days over
a six month period:
Module 1: Effective Leadership: Making the Transition From Social
Worker to Supervisor (2 days)
Module 2: Achieving Excellence In Staff Performance (2 days)
Module 3: Building a Cohesive Work Group (2 days)
Module 4: Promoting the Growth and Development of Staff (2 days)
Module 5: Case Consultation and Supervision (2 days)
Module 6: Managing Effectively in the Organization (1 day)
Delaware Delaware has elected not to use supervisory training geared toward any one
specific discipline, and requires that all Department of Services for Children,
Youth and their Families supervisors complete the same Supervisor Training
Program. The Supervisor Training Program is competency-based and
includes eight required courses and six optional courses, which are
recommended for those moving from direct service to supervision. The
courses are trained by the Office of Management and Budget Human
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Resource Management Training Unit:
Required courses:
HR Basics (online)
Diversity – Food for thought (1/2 day)
Genuine Leadership: The Basic Principles of Leadership: Building
Trust Under Pressure (1/2 day)
Genuine Leadership: Providing Constructive Feedback (1/2 day)
Genuine Leadership: Developing Others (1/2 day)
Genuine Leadership: Correcting Performance Problems (1/2 day)
Recognizing Positive Results (1/2 day)
Performance Planning, Review and Professional Development
Planning (1/2 day)
Electives:
Put it in Writing (3 days)
Workplace Communication / Active Listening (1 day)
Conflict Resolution (1 day)
Effective Presentation Skills (1 day)
Principles of Quality (2 days)
Supervisor as Trainer (1 day)
Facilitation Skills (1 day)
Managing Generational Differences (1 day)
Personal Profile / Behavioral Styles (1 day)
Knowledge Transfer (1 day)
Human Side of Management (3 days)
Supervisory Orientation (2 days)
Using EAP as a Performance Improvement Resource (1 day)
Coaching and Counseling (1 day)
Emotional Intelligence (1 day)
Knowing your State Government (online)
In addition to the Supervisor Training Program, supervisors and workers in
the child protection field are required to complete a series of core training
requirements related specifically to child protection. If a supervisor moves
from another division into CPS, he/she must take these required core
trainings. These courses (ten total) are trained over a four to five month
period.
Delaware's Supervisor Training Program Course Descriptions
Supervisor Training Program Competencies
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Florida Florida requires that all supervisors complete the pre-service Supervising for
Excellence training within one year of assuming the position. Supervising for
Excellence offers participants an opportunity to learn the skills and
information necessary to transition into effective leaders in their new
supervisory roles. Participants will learn how to identify their leadership
styles, build an effective work team, give constructive feedback, and steer
their team’s work toward the goals and outcomes necessary in order to
ensure the safety, permanence, and well-being of children in Florida. The
curriculum was re-written within the last two years and was designed by
subject matter experts, administrators and supervisors. The course is taught
in nine modules over a three-week period. The training takes place in a
classroom and is trained by contracted service agency trainers and law
enforcement officials:
Part One: Self as Supervisors
Part Two: Building a Highly Functional Team
Part Three: Supervisor as the Critical Link
The Child Welfare Training Academy at the University of South Florida
(USF) is responsible for providing a Train the Trainer program for trainers of
the Supervising for Excellence curriculum.
Florida has also added a Mentoring through Qualitative Discussions training
for supervisors. This training teaches supervisors how to facilitate
monthly/quarterly mentoring discussions. This training is part of the
statewide QA framework and has now been woven into the Supervising for
Excellence curriculum.
Supervising for Excellence Training Curriculum (Includes Participant
Guides, Trainer Guides, and PowerPoint slides)
Mentoring through Qualitative Discussion Training:
Train the Trainer Videos (Parts I, II, and III)
Participant Guide
Trainer Guide
PowerPoint Slides
Georgia Georgia has adapted the Butler Institute’s Putting the Pieces Together
curriculum for their Supervisory Capacity Building Series (note: Program
Announcement as a WMV file). The training begins with a teleconference
orientation led by the training co-instructors and is followed by facilitation of
the University of Kansas’ Results Oriented Management (ROM) training.
Following ROM, supervisors are trained on Units I, II & III, each lasting three
days. Skill-building activities are assigned in between each unit and
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supervisors are expected to complete these activities before attending the
next unit. Learning journals are used as a way for supervisors to record their
reflections during the training. In-class trainings are held at various locations
around the state and are co-instructed by Education & Training Services staff.
Following are course descriptions of each training series component:
Family Centered Case Practice for Administrators and Supervisors:
This course is designed to provide management’s approach to implementing
and maintaining the Family Centered Practice Model. It begins with an
overview of the model and identifies requisite standards that affect practice.
There are seven standards of practice that apply including Agency
Management and Leadership; Policies and standards; Qualifications,
Workload and Professional Development of Staff; Array of Services;
Information Systems; Agency Coordination within the Community and
Quality Assurance.
Results Oriented Management (ROM) Online Training:
This course designed by the University of Kansas School Of Social Welfare,
provides information on outcome measurement in child welfare, and
provides practical approaches to the three major factors that affect the usage
of data: Effective management reports; essential skills in interpreting data
and taking management action and how to develop a results-oriented
organizational culture.
Putting the Pieces Together Classroom:
This nine - day supervisor core training series, Supervisory Training: Putting
the Pieces Together was originally developed by Charmaine Brittain, MSW,
Ph. D., and Butler Institute for Families at the University of Denver. This
training is divided into three 3-day segments: Unit 1: Supervisor as Manager;
Unit 2: Supervisor as Coach; Unit 3 Supervisor as Team Leader. The training
was designed to bring together the latest research and practical application
within an engaging format for maximum learning by supervisors. It was
adapted for Georgia DFCS in 2009. Supervisors attending this course must be
certified in their program area.
Skill Building/Mentoring:
A series of four units with activities related to each Unit of Putting the Pieces
Together were developed. They are designed to enhance the transfer of
learning from the classroom to the workplace. Each new supervisor is
assigned a trained peer mentor who provides guidance, coaching and
monitoring for the Skill Building activities.
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Skill Building: Administrative Supervision
Skill Building: Educational Supervision
Skill Building: Supportive Supervision
Skill Building: Classroom Preparation
Skill Building: Mentor Documentation
Mentor Workbook
During this training period, each supervisor is assigned a mentor who has
already been through the training and has previous supervisory experience.
Mentors are trained prior to assuming their role. Mentoring is offered via
web, phone, and/or in-person and participants are encouraged to continue
the relationship for at least six months post training. Some mentors attend the
class with the participants. Mentors are responsible for reviewing their
mentee’s skill-building activities, and must sign off on them in order for the
supervisor to receive certification.
Day to Day Supervision with GA SHINES:
This is a two day hands-on training. It is designed to provide new and
veteran supervisors with basic knowledge and skills surrounding
supervisory functions when using GA SHINES. Supervisors will engage in a
variety of interactive activities to promote their understanding of their day to
day role for using GA SHINES to achieve safety, permanency and well being
for the children and families that we serve.
In conjunction with the Supervisory Capacity Building Series training,
Georgia uses the National Child Welfare Workforce Institute's Leadership
Competency Framework. This framework contains indicators of proficiency
in caseworkers, supervisors, managers, and executives.
Idaho Idaho requires a three-day pre-service training for supervisors called “What’s
Good for Families is Good for Workers”. This curriculum was developed by
North Carolina. The program is offered twice annually at Idaho’s Training
Center and is ideally completed by new supervisors within six months of
assuming their position. Idaho has been using a Train the Trainer program to
produce new trainers for this curriculum. The curriculum teaches clinical
skills and focuses on the use of a family-centered practice methodology.
Additionally, The State of Idaho’s Department of Human Resources requires
that all supervisors complete the Supervisor Training and Resources Program
(STAR). This program includes six courses focused on administrative duties,
including: Applied Leadership, Crucial Conversations and Orientation to
Supervision. This training is not child welfare-specific.
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Indiana Indiana conducts a 14 day New Supervisor CORE Training. They have
modified the Putting the Pieces Together curriculum, developed by
Charmaine Brittain with the Butler Institute for Families, to make an
appropriate pre-service training for their State (with Charmaine’s assistance).
This training is offered twice annually, and newly hired supervisors must
participate in the next available training. Competencies and learning
objectives are included within each training unit. This training is child
welfare specific, and consists of the following:
Unit I – Administrative Supervision: Supervisor as Manager
Unit II – Educational Supervision: Supervisor as Coach
Unit III – Supportive Supervision: Supervisor as Team Leader
Additionally, Indiana’s Supervisor CORE Clinical Supervision training is
provided to new supervisors during the first day of their New Supervisor
Orientation. This training provides an overview of clinical supervision, and
highlights communication and staff relationship building.
The 14 days of pre-service training for supervisors are spread out over three
months:
New Supervisor Orientation – 2 days
Administrative Supervision: Supervisor as Manager – 3 days
Educational Supervision: Supervisor as Coach – 3 days
Supportive Supervision: Supervisor as Team Leader – 3 days
Computer System ICWIS and How to use Data – 1 ½ days
Sexual Harassment and Discipline Issues (HR) – 1 ½ days
In between training sessions supervisors work on the skills learned in each
module and begin their next session by discussing the usefulness of these
skills. All trainings are offered in a centralized location. Training is also
provided by a combination of state staff and staff from Indiana’s partnership
with the Indiana University School of Social Work. There are 18 trainers total,
and everything is done in parallel and partnership.
Supervising the Indiana Practice Model is also a training that is taken by
supervisors within six months of assuming their position.
Iowa N/A
Kansas N/A
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Louisiana In recent years, Louisiana has contracted with Marsha Salus to train the
course, Mastering the Art of Child Welfare Supervision. Participation is not
mandatory, however it is strongly encouraged. Training groups typically
consist of 25 supervisors, with first priority given to new supervisors (any
remaining vacant slots are given to veteran supervisors). The six-module
course is competency-based and is trained in the classroom, 11 days over a 6-
month period:
Module 1: Effective Leadership: Making the Transition From Social
Worker to Supervisor (2 days)
Module 2: Achieving Excellence In Staff Performance (2 days)
Module 3: Building a Cohesive Work Group (2 days)
Module 4: Promoting the Growth and Development of Staff (2 days)
Module 5: Case Consultation and Supervision (2 days)
Module 6: Managing Effectively in the Organization (1 day)
Maine Maine requires that all supervisors complete a two-day “Managing in State
Government” training, which is offered through the State’s Human
Resources Department. The training covers general administrative topics and
is not child welfare specific. Currently, Maine does not offer any child
welfare specific pre-service training for its supervisors.
Maryland Supervisors can attend Maryland’s six-module pre-service training, designed
for all child welfare workers. The training is not supervisory specific, and
supervisors can test out of the training if they so choose. Additionally,
Maryland offers a two-day Introduction to Supervision course, which is also
optional.
For those supervisors with less than two years of experience in child welfare,
Maryland offers a ten-month Excellence in Public Child Welfare Supervision
Training Program. The sessions are offered at a central location and trained
by contracted trainers and one training academy staff person. One eight-hour
training day is held each month and conference calls are scheduled in
between each session. The training is competency-based and covers both
administrative and clinical casework topics.
Massachusetts N/A
Michigan Michigan requires that all supervisors complete a 40-hour Child Welfare
Supervisor Training within 90 days of assuming their position. The program
begins with five days of general supervision training and is followed by
breakout sessions in each of the supervisory specialty areas (adoption, foster
care or child protective services). A competency-based exam is given to all
participants at the close of the training. Supervisors have two opportunities
to pass the exam; if they do not pass, it is possible that their contract will be
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terminated. The course is available monthly and trained by the Child Welfare
Training Institute’s staff at a central location. Some components of MI’s
Workbook Series (discussed in the Ongoing Training section) are used in this
training.
Michigan also offers a three-month New Supervisor Institute (NSI) which
uses a curriculum of training modules designed around core management
competencies, DHS’s values and policy, and program knowledge. The
competencies include: Communication, Building Trust, Facilitating Change,
Developing a Successful Team, Leading through Vision, and Values and
Innovation. The values include: Integrity, Excellence, Inclusion and
Teamwork. Participants receive two days of classroom learning, followed by
six weeks of on-line training, and then return for an additional three days in
the classroom. Completion of this training is no longer mandatory; however,
many supervisors elect to participate. The “Teaching Organization” model is
used to bring office directors, subject matter experts, administrators and
technical experts to train participants. The Institute includes classroom
training, on-line discussions, web conferences, tests, homework, and
presentations, and is trained by the Child Welfare Training Institute’s staff.
Minnesota Minnesota does not currently use a pre-service training for supervisors. The
State has recently redesigned their pre-service training for caseworkers, and
they intend to make these modules available to supervisors in the future.
This will allow supervisors to be better versed in training topics that their
workers have learned. Additionally, it will serve as an opportunity for
supervisors to refresh their skills and knowledge of child welfare topics.
Missouri Missouri requires that all supervisors complete the Basic Orientation for
Supervisors training (BOS). This 40-hour training covers administrative
duties and is not child welfare-specific.
Within one month of completing the BOS training, all Social Service
Supervisors must complete a 39-hour Clinical Supervision Training.
Supervisors attend Part I of the training (3 days) and then return to their
office for a month to complete on-the-job training and fieldwork. Supervisors
then return to the classroom to complete Part II (3 days). The training is held
regionally. The State began working on development of this training through
a Quality Improvement Center grant. The curriculum was then finalized by
the University of Missouri.
Supervisors in Missouri must also complete a 12-hour Critical Thinking
Training. Most supervisors attend this training within a few months of
having completed the Clinical Supervision Training. This course is trained by
a contracted agency; however, the State intends to eventually take over these
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training responsibilities.
Each of the aforementioned trainings are competency-based. Completion of
each is mandatory for all Social Service Supervisors.
New
Hampshire
Approximately six years ago, New Hampshire enlisted the help of Ohio’s
Institute for Human Services (IHS) to establish a supervisor training
program. The training is available to all new supervisors and rising stars
(those recommended or aspiring to become supervisors). The course has been
trained four times over the past five years. Originally, it was designed as a
ten-day intensive program. Since then, additional training opportunities have
arisen that have allowed the State to decrease the length of this program.
Traditionally, IHS has provided the trainers and has been responsible for
updating the curriculum. However, IHS is now encouraging the State to take
over as they now have extensive experience with the training. New
Hampshire is currently examining how their practice model can be infused
into the training and hopes to have a revised curriculum reflecting this model
in the next few months. The State also intends to add a Train the Trainer
component.
New York The Office of Children and Family Services contracts with several State
universities to provide training to supervisors. NYS law requires that all
Child Protective Services (CPS) Supervisors complete the core CPS
caseworker training sequence. In addition, they must complete Supervisor
CORE Modules I & IIA. Module I covers introductory topics for supervisors,
including leadership styles and functions; strengths and challenges of the
position; worker development; emotional and physical support; time
management, etc. Module IIA covers topics specific to CPS, including:
informed decision‐making; assessing abuse/maltreatment; legal issues;
conflict management, etc. Each module is competency‐based. The curricula
for Modules I & IIA are currently being revised.
Supervisor CORE Materials:
Overview of Safety and Risk PowerPoint
Supervisory Training Curriculum Review
CURRICULUM:
Module One (complete curriculum)
Module Two:
Cover Page
Table of Contents
Act A: Integrating Supervisory Functions
Act B: Promoting Informed Decision Making
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Act C: Promoting Child Safety
Act D: Assessing Abuse and Maltreatment
Act E: Supervising the Assessment of Risk During CPS Response
Act F: Conflict with Worker Safety
Act G: Examining Court Issues
Act H: Action Plan
Trainer's Guides:
LearnLinc Component A - Introduction to SET Behaviors
LearnLinc Component B - Overview of Safety
LearnLinc Component C - Overview of Risk
North Carolina North Carolina requires that all supervisors and direct service staff complete
a pre-service blended training. The course is competency-based and is
designed to be trained in the classroom over 11-days, with an additional six-
hour online training and two-hour asynchronous training. The course is
offered frequently (16 sessions per six month period), and is trained by state
staff at the four regional training centers.
Additionally, all supervisors must complete North Carolina’s Introduction to
Supervision course within one year of being hired. This training helps
supervisors to identify their supervisory and learning styles, as well as
teaches them how to develop relationships with staff and how to effectively
use professional development plans. The course is trained over six days (54
hours), which includes three days in the classroom, a break to complete
transfer of learning activities, and then three more days in the classroom to
review and reflect on their experiences. All participants must complete a
knowledge assessment at the end of the course.
North Dakota N/A
Ohio Ohio conducts a Supervisor CORE training for all new supervisors, designed
by the Ohio Child Welfare Training Program (OCWTP). OCWTP is the entity
designated to provide training to all child welfare caseworkers, supervisors,
and resource families in Ohio. The CORE training includes the foundational
skills, including both administrative and clinical, needed by supervisors
during their first year. The training is competency-based and contains six 12-
hr training modules. The content is presented in the form of lecture, group
participation, and small group activity and worksheets. Each module builds
on the skills learned in the previous modules. Many modules have pre-
training elements which supervisors must complete prior to attending each
workshop. Additionally, some modules have post-training elements which
are designed to promote transfer of learning.
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Module I: Casework Supervision
Module II: Leadership in Child Welfare
Module III: Communication, Conflict and Change
Module IV: Improving Individual Staff Performance
Module V: Professional Development of Staff
Module VI: Collaboration and Teamwork
The curriculum is trained by certified trainers, who have completed a Train
the Trainer course. Most trainers have previous child welfare experience, as
well as some supervisory or management experience. All trainers are
periodically reviewed by OCWTP through classroom observation and
material reviews and are evaluated by all trainees. The trainer certification
and evaluation processes are in place to ensure that training is effective,
content is accurate and sources are current.
Many county directors have asked their non-PCSA supervisors to attend the
CORE training. In order to accommodate these supervisors, OCWTP has
placed all training specific to casework supervision in Module I; thus non-
PCSA supervisors only need to attend Modules II thru VI.
Any states interested in learning more about Ohio’s pre-service Supervisor
CORE Training Curriculum can contact The Institute for Human Services
(614-251-6000), or Sandy Parker ([email protected]). Ohio has worked
with several states to adapt this curriculum to individual state needs.
OCWTP also offers Orientation and Readiness Programs for all new child
welfare staff. The Supervisor Readiness program is designed to prepare new
supervisors for meeting their specific job responsibilities. The materials are
available online so that new supervisors can review them prior to attending
the pre-service CORE training. All Orientation and Readiness materials
include a checklist of topics, readings, worksheets, activities and other
resources. The program can be individualized according to the needs of the
supervisor and/or agency. A coach is also available for the supervisor to
consult on any of the materials.
Oklahoma Oklahoma requires that all supervisors complete the Child Welfare
Supervisor Academy within six months of being hired. The course is taught
over five days at the Oklahoma University/DHS Training Facility. In addition
to being trained by the Child Welfare Training Program (CWTP) at
Oklahoma University staff, there are usually approximately ten outside
experts who present on specialty topics (i.e. lawyers, police). Currently, the
training is not competency-based; however, there are plans to create a pre
and post test in order to measure the effectiveness of the academy.
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Supervisors are also required to participate in the Field Operations Division
(FOD) New Supervisor Academy. This course is not child welfare specific;
however, it does cover broad managerial and administrative topics. The
course consists of 18 sessions spread over a six-month period.
Oregon Oregon’s Department of Human Services’ child welfare program has formed
a partnership with Portland State University (PSU) School of Social Work to
provide training to child welfare workers. The partnership’s training unit is
housed in the Center for Improvement of Child and Family Services at PSU.
Oregon’s partnership training unit provides a Clinical Supervisory Training.
Once hired, a supervisor is required to participate in the next available
training cohort. The six-module foundational curriculum was developed by
Marsha Salus and has been modified by PSU’s training unit to meet the
specific needs of Oregon (all modifications have been approved by Marsha).
The training takes place over a six-month period, with two days of training
per month. Dan Garris, the Supervisory Instructor of PSU’s training unit, is
the head trainer, in addition to some specialists from DHS’s human resources
department who co-train on administrative topics. All modules are
competency-based:
Module I: Effective Leadership: Making the Transition from Social
Worker to Supervisor
Module II: Achieving Excellence in Staff Performance
Module III: Building a Cohesive Workgroup
Module I: Promoting the Growth and Development of Staff
Module V: Case Consultation and Supervision
Module VI: Managing Effectively within the Organization: Managing
Up and Managing Change
Action plans are created for supervisors at the close of each module; the
plans are used to apply training concepts in between modules. At the
beginning of each module, supervisors discuss their experiences with
applying the skills from the previous module.
Dan Garris has created a supplement to this training called, Review of
Curriculum Concepts for Supervisors (ROCCS). ROCCS is a 32-page
curriculum review, designed as a desk reference and transfer of learning tool
which provides a three to four page review of each of the six supervisory
modules.
In addition to the Clinical Supervisory Training, the Department of Human
Services requires that all child welfare supervisors take the following courses:
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Required within 30 days of assuming the position:
Introduction to Learning Center
Privacy, Security, DHS and You (Part I & II)
Cultural Competency/Diversity at DHS
Confidentiality in Child Welfare
Required within 60 days of assuming the position:
Multi Ethnic Placement Act
Adoption and Safe Families Act
Interstate Compact on the Placement of Children
Youth Transitions and the Independent Living Program
Behavioral Rehabilitation Services
Click here for Oregon's Training Outline
Pennsylvania Pennsylvania requires that all child welfare supervisors complete a 60-hour
Supervisory Training Series. For supervisors who have been promoted from
within the agency, the training must be completed within 18 months of
assuming the position. For those hired from outside of the agency, the
training must be completed within 24 months of assuming the position, after
completion of the 126-hour caseworker training. The Supervisory Training
Series covers five topics, each trained for 12 hours over a two-day period:
Module 1: Managing Results
Module 2: Managing for Behaviors
Module 3: Coaching for Excellence in Practice
Module 4: Managing Diversity
Module 5: Transfer of Learning: The Supervisor’s Role in Developing
Staff
The curriculum is currently being revised and the State plans to pilot the
updated curriculum by July 2012. The new courses include:
Module 1: The Preparatory and Beginning Phases of Child Welfare
Supervision (12 hours)
Module 2: Living the Mission of Child Welfare (12 hours)
Module 3: Middle/Work Phase of Supervision (24 hours)
Module 4: Managing Diversity through the Employment Process (6
hours)
Module 5: Endings and Transitions: Managing Staff Retention,
Satisfaction and Separation (6 hours)
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The curriculum is competency-based and covers both child welfare-specific
topics and supervisory/management-specific material. The series is trained
by contractors who have prior experience in supervising child welfare. The
training is held regionally and is offered 12 times per year.
Rhode Island Rhode Island does not offer pre-service training to its child welfare
supervisors. The hiring process, which requires that caseworkers transition
directly into their supervisory positions, makes it difficult to provide training
prior to the supervisor assuming his/her new supervisory responsibilities.
Vermont N/A
Virginia New child welfare supervisors in Virginia are required to take an 18-hour
course called “Child Welfare Supervision” within the first year of
employment. This is a mandatory, child welfare specific training with a
written curriculum. It is also competency-based, and Virginia has adapted
Ohio’s competencies to fit within their system.
The course is designed to be trained in two days, with a “come back” day
approximately four to six weeks later. The focus of the “come back” meeting
is on transfer of learning. All courses are classroom based, and held at five
area training centers located near local agencies. This is also based on Ohio’s
model. The trainers are contracted.
Washington All new supervisors must attend Washington’s Supervisor Academy prior to,
or as soon as possible after, assuming their role. The academy is three-weeks
in length and is trained over a three-month period. The Academy is held at a
centrally located training facility and is trained by six contracted trainers, in
addition to state training staff. The training is child welfare specific and
competency-based.
Topics include:
Week #1:
Day One: Core Functions of Supervision; Mission, Ethics and Values
Day Two: Supervision and Legal Issues; Disproportionality
Day Three: Hiring, Screening, Interviewing; Performance Development Plans
Day Four: Taking Corrective and Disciplinary Action; Just Cause and
Disciplinary Action
Week #2:
Day One: Critical Thinking
Day Two and Three: Clinical Supervision
Day Four: Makeup of Meetings; Working with a Multi-Generational
Workforce
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Week #3:
Day One: Leadership Development and Conversation Style
Day Two: Lessons Learned from Supervisors; Workload Management
Day Three: Solution Based Casework for Supervisors
Day Four: Evidence Based Practice; Performance Based Contracts; FamLink
for Supervisors
Day Five: ICWA for Supervisors
The State provides a Supervisor Academy Resource Manual which gives an
overview of the training topics, as well as useful information for supervisors
as they settle in to their new roles. Washington plans to revise the Supervisor
Academy materials and curriculum. This will be completed once funding is
available to do so.
Supervisor Academy Welcome Packet
Sample Session Outline for Supervisor Academy
2011 Training Schedule
Additional Trainings:
Government Accountability Program Training
Privilege and Oppression Training Day 1
Privilege and Oppression Training Day 2
Wisconsin Wisconsin offers a CORE Training developed by Ohio’s Institute for Human
Services (IHS) to all supervisors. This is trained once per year at the regional
training centers. Additionally, the Milwaukee training center offers the Butler
Institute’s Putting the Pieces Together training. This is offered at least once
per year. Participation in these trainings is optional for supervisors.
Additionally, an online pre-service training is required of all child welfare
workers; however, it is not supervisor-specific.
Wyoming All child welfare workers are required to complete Wyoming’s pre-service
training. This training is not supervision-specific, but rather covers a broad
base of topics. The competency-based curriculum is trained in a classroom
and is offered at multiple sites around the State.
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Ongoing Training
STATE Ongoing Training
Alaska A five-day general supervisory training is available for supervisors. This
training is not child welfare specific, but covers many of the administrative
skills, i.e. payroll, hiring, time sheets, etc. Additionally, ongoing trainings are
offered on an as-needed basis. Recently, trainings have been designed to
address Alaska’s Program Improvement Plan.
Arizona Arizona has recently begun a new program for supervisors and Assistant
Program Managers (APMs) based on the medical model, Grand Rounds (i.e.
presenting a problem case to doctors/interns and then discussing diagnosis
and treatment). In Arizona’s model, a content expert is brought in to present
a specific teaching point (e.g. Safety Planning, Behavioral Case Planning).
After 45 minutes of training on the topic, a difficult case is presented and
participants are asked to discuss and analyze the case. Application of the
teaching point is emphasized and discussion points are provided to help
facilitate conversation. In the future, Arizona plans to create a follow-up
activity for participants in order to help with the transfer of learning. This
training is mandatory for all supervisors and APMs and is held regionally.
Each grand round is three hours in length and is conducted in the classroom.
Thus far, Arizona has used content experts from some of the T/TA Network
resource centers.
Additionally, the State is currently working with Arizona State University to
create an Advanced Training Academy. The purpose of this academy is to
provide more ongoing and advanced training opportunities for supervisors
and APMs.
California Each region offers a comprehensive array of ongoing and advanced training
for supervisors. Generally, specific ongoing training topics for supervisors
are not required, although counties may require specific trainings as needed.
Needs assessments are conducted regionally, and Regional Training
Academies (RTA) and the Inter-University Consortium (IUC) use these to
meet their unique needs. RTAs/IUC and counties also add trainings for
supervisors as needed to reflect new legislation or other changes in practice.
Below are examples of ongoing and advanced trainings.
Central RTA:
Advanced Leadership Development Program for Supervisors (ALDS
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Program) is an 11-month program offered to all county supervisors. Both
classroom training and Transfer of Learning Lab are included. Supervisors
and their managers participate in order to foster management support of
supervisor learning. This program also includes a seminar called “So you
think you want to be a manager” for those interested in possibly advancing
to a management position. Examples of additional ongoing courses available
include:
Data & Outcomes
Outcomes & Accountability
SDM Structured Decision Making (safety and risk assessment tool)
Supervisory Strategies to Support Workplace and Time Management
Effectiveness
Supervisory Support for Effective Case Consultation
SafeMeasures™ (data management tool)
Southern RTA:
The Manager Core Curriculum is offered to supervisors who may be
interested in a management position. Examples of additional ongoing courses
available include (website):
Advanced Skills for Supervisors: Performance Issues
Advanced Skills for Supervisors: The Rest of the Story (Supervisory
"Comeback" Day)
Advanced SDM for Supervisors
Data 101: Measuring Outcomes in Child Welfare
Division 31 Regulations: The Reason Behind the Rules
Effective Project Management
Executive Child Welfare Services Management Practice
Facilitating Change and Overcoming Resistance Using Motivational
Interviewing Techniques
Handling Difficult Communications
Implementing Concurrent Planning: Advanced Training for
Supervisors and Managers
Making Meetings Work for You
Managing for Results
Management Transition Training: Together Everyone Achieves
Milestones
Pre-Supervisory Appointment: A One-Day Training Experience for
Prospective Supervisors
Strength-Based Supervision: A Tool for Retaining Competent Staff
Supervising, Coaching and Accountability (County Specific)
Supervising a Multi-Generational Workforce
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Teaching Time Management: A Workshop for Supervisors
The Art of Mentoring
The Politics of Being a Manager
The Worker-Supervisor Formula for Applying Learning in the Field
(TOL)
Northern RTA:
New Tools for Supervisor Excellence is a comprehensive professional
development program designed to provide support, skill building and
networking opportunities for supervisors in child welfare. This program
builds on a research, development and implementation model that supports
leadership development in child welfare. Central to the program are the best-
practice approaches that have proven to support supervisors in their daily
work. Examples of additional courses available include:
Master Series for Supervisory Excellence
Advanced Analytics and “Data Slams”
So you want to be a Supervisor
Ongoing coaching for supervisors and county leaders
LA/IUC:
This past year, mandatory ongoing supervisor training has focused on case
coaching, case conferencing and enhanced skills-based training related to a
recent court settlement. Modules include Strengths/Needs Practice (1-day),
Engagement (1-day), and Teaming (1-day). Supervisors that have also been
designated as office coaches attend Coaching for Child Welfare Professionals
(3-days) and either Connecting Coaching to the Work (for continuing services
supervisors) or Coaching towards ER Best Practice (for emergency response
supervisors). Examples of additional courses available include:
Domestic Violence Assessments
Secondary Trauma, Grief and Loss
SDM Refresher
Supporting Lesbian, Gay, Bisexual, Transgendered and Questioning
Youth
Colorado The Colorado Child Welfare Training Academy (CWTA) contracts with the
Butler Institute for Families to provide the following courses for supervisors:
Creating Communities of Practice: This non-traditional training is
designed to give supervisors a chance to build a community of
practice among their fellow workers and (1) learn the latest best-
practice approaches, (2) apply the techniques to their practice, and (3)
build an enduring circle of talented and skilled supervisors to call on.
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Each session will begin with a presentation of concrete information on
the day’s main topic. Then through the use of the “World Cafe”,
supervisors will discuss and brainstorm how to best put it to
immediate use back in the office. Additionally, using the “Learning
Circles” technique, supervisors will build a community of practice
which will follow supervisors back to the field.
Back to Basics: A Refresher for Seasoned Supervisors: This training is
designed to examine the concepts learned back in Supervisor Core
Training - and then give supervisors the opportunity to apply them to
their real-life job experiences. During the training, they will be
relating skills and concepts to their current practice.
Compassion Fatigue – Supervisor’s Training for Coping: This training
will provide important knowledge and skills for you to help you and
your caseworkers manage burnout and trauma in order to help avoid
the very real compassion fatigue experienced in this profession.
Leading from 2 Steps Behind: This two-day skills based training will
guide you through applying Solution-Focused & Motivational
Interviewing elements in supervision so that you can focus on
improvement and best practice. You will have the opportunity to
learn and practice various techniques that will enable you to work
collaboratively with your staff on both cases and practical issues.
Leading Positive Change: Like waves on the sand – change constantly
floods child welfare. Lead your workforce through the tidal shifts of
policy and practice. Understand your own reaction to change.
Recognize why you and your staff may be immune to change.
Appreciate the dynamics and stages of change. Develop coping
strategies for you and your workers.
AFCAR’s Improvement Plan for Supervisors
Leading the Way for Child Protection
Worker Safety: Enhancing Safety through Supervision
Enhancing Worker Development through Supervision
These courses are taught by contracted providers, university staff, or
private/non-profit agency staff. All courses are designed using Ohio’s
Institute for Human Services’ CORE competencies. Colorado is in the process
of creating pre and post tests for all courses and trainings.
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CWTA, in conjunction with the Butler Institute for Families, is in the process
of developing several new courses for supervisors, including: Using Solution-
Focused and Motivational Interviewing; Reflective Case Consultation and
Clinical Supervision; and Strength-Based Supervision.
Connecticut The Training Academy offers Advanced Supervisory Courses. These courses
are competency-based and can be taken to satisfy a supervisor’s annual
training requirement.
DC DC’s new training academy has Tier IV level courses for supervisors. Most of
these courses cover administrative skills and responsibilities. The Mentoring
and Coaching course encourages clinical development of supervisors’ staff.
The Strategies for Integrating CFSA’s Practice Model and Delivery course is
designed to assist supervisors in developing integration skills.
Delaware N/A
Florida As noted previously, much of Florida’s case management has been
outsourced to private agencies. These agencies are responsible for providing
ongoing training to their staff. In order to fund these trainings, the majority
of training dollars are used at the local level rather than the state level. The
Training Consortium at University of South Florida can be hired by private
providers or by the Department on an as-needed basis. They offer both pre-
service and professional development training. Additionally, imPACT at USF
also has training opportunities for child welfare staff.
Florida’s Center for the Advancement of Child Welfare Practice offers 400+
hours of free video trainings for child welfare staff, including several for
supervisors. All local trainings are recorded and posted on the Center’s
website. The Center is funded by Florida’s Department of Children and
Families, and aims to support child welfare staff by providing useful
resources and access to training. The Center also offers annual regional
workshops for child welfare staff. Approximately 1,000 workers attend this
one-day workshop. The Center maintains a database of videos from these
trainings. Click here to access the training videos database!
Georgia The Professional Excellence program is a collaborative partnership
between Education & Training Services (ETS) and Georgia State University,
School of Social Work. The program provides training that promotes
advanced knowledge and enhances the practice skills of child welfare
professionals. The program’s goal is to provide skill-based training that
reflects the latest research and best-practice, is responsive to the needs of
agency staff, and that assists staff in meeting the “real-world” challenge of
front line casework.
Additionally, trainings are developed for supervisors and caseworkers when
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the State implements new policies and/or procedures.
PEAS and KAROTS is a new program of mini-modules designed for
supervisors. Supervisors receive training on a mini-module and are then
responsible for training their own staff on the topic. Typically, one module is
trained each month. Most topics have been designed around the CFSR.
Supervisors must report back to ETS on the success of the training.
Sample PEAS and KAROTS Curriculum Module
Visit the PEAS and KAROTS Website
Additionally, ETS offers many professional development courses, two of
which are supervision-specific: Documentation and Child Visitation.
Idaho Idaho does not offer any specific ongoing supervision trainings; however,
many of the State’s in-service trainings offer pre- or post-training “pull-out”
sessions for supervisors to discuss the training topic from a supervisory point
of view.
Additionally, teleconferences are held for supervisors when the State rolls
out a new policy or procedure. These calls are typically held before the State
has implemented the change; this allows supervisors the opportunity to
provide feedback and ask questions prior to implementation.
Indiana Indiana, in conjunction with The National Child Welfare Workforce Institute
(NCWWI), has implemented a statewide training approach to the Leadership
Academy for Supervisors (LAS). They have just completed their fourth
module, and will be starting the fifth module in February of 2011.
Approximately 50 supervisors are participating and providing valuable
feedback. Many changes have been made to the process and the LAS
curriculum based on Indiana’s feedback. A plan will be developed to train
another 40-50 supervisors within Indiana on this material starting in the
summer/early fall. Online training sessions are held, with each module
having a learning network session in the form of a webinar. There are four
webinars total per module. Participating in the LAS is not mandatory. It was
originally designed as invitation only, but may change to an application
based system. Supervisors would potentially receive a certificate upon
successful completion of the LAS (as evaluated by the Indiana University
staff).
Click here to view a PowerPoint presentation prepared by Indiana for
a presentation to NRCOI's Peer Training Network regarding the LAS!
Indiana also has a Supervisor Workbook Series that is designed to be used in
formal training and/or self-study. Working with Judy and John McKenzie,
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Indiana modified Michigan State University’s (MSU) Supervisory Workbook
Series (six workbooks) to fit with their practice model. They also provided six
days of training to Indiana’s staff on the workbooks. Every new supervisor
receives a set of the workbooks, and they are also available electronically on
the Supervisor Sharepoint. Each workbook training is a half day training
provided online and via webinar. Primarily, graduates of the IV-E MSW
Program provide the training. Quarterly workshops are held for supervisors
on these workbooks using videoconferencing. The topics for each workshop
are chosen by the supervisors. A trainer or presenter is present on each call,
and there are facilitators or presenters at each of the sites where the
videoconference is held (small sites consolidate, 18 regional sites total).
Activities, discussion and feedback follow the presentation. The aim of the
videoconferences is to have supervisors comfortable with using the
workbooks to problem solve. Participation in the Workbook Series
Workshops is mandatory for supervisors. The Workbook Series consists of
the following:
Workbook 1 – The Role of Leaders in Staff Retention: provides
information, tools and methods for leaders to use to support supervisors in
creating and sustaining a positive culture for staff retention.
Workbook 2 – The Practice of Retention-Focused Supervision: provides
research information and supervisory competencies for retaining effective
staff, including self-assessment and planning tools. It includes methods and
tools for setting objectives, structuring the supervisory process and managing
stress in the workplace.
Workbook 3 – Working with Differences: provides understanding,
methods and tools for tailoring supervision to the diverse characteristics,
learning and behavioral styles and professional development needs of staff.
Workbook 4 – Communications Skills: provides specific information, tools
and activities to adapt communication skills to the supervisory relationship.
Workbook 5 – The First Six Months: provides a structure, methods and
tools for orienting, supporting and training new staff during their first six
months on the job, with particular attention to helping staff cope with and
manage the stressors of the job.
Workbook 6 – Recruiting and Selecting the Right Staff in Child and
Family Service: provides information on promising practices and tools for
recruiting and selecting front line staff; includes profiles of desirable qualities
needed in front-line supervisors and staff and methods for developing
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effective collaborations with universities.
Iowa “Improving Recruitment and Retention in Public Child Welfare” was a five-
year project of the University of Iowa’s School of Social Work in collaboration
with the Iowa Department of Human Services (IDHS) aimed at developing,
implementing, and evaluating statewide training for supervisors. The project
developed a multi-phased supervisory curriculum designed to engage
supervisors at all career stages in honing their skills as reflective practitioners
in organizational leadership and supervision. Curriculum modules provide
theoretical foundations and concrete applications, and emphasize the
improvement of client outcomes through enhanced organizational
effectiveness. Each module includes accessible suggested readings that
support participant learning and provide resources to share with staff:
Module I: Contemporary Child Welfare Supervisory Practice
Module II: Developing Human Resources through Supervision
Module III: Case Practice Supervision
Module IV: Clinical Practice Supervision
- Clinical Supervision Issues
- Substance Abuse
- Domestic Violence
- Child Abuse
- Adult Mental Health
- Child Mental Health
Module V: Promoting Safety and Resilience
- Research on Recruitment and Retention
- Stress and Resilience
- Secondary Trauma
- Critical Incidents
- Worker safety
Module VI: Leadership Skills for Child Welfare Supervision
- Leading Positive Change
- Managing Public and Community Relations
Additionally, several workshops were created through the “Improving
Recruitment and Retention in Public Child Welfare” project:
Employment Interviewing for Success in Public Child Welfare
Supervisor as Teacher:
- Understanding Learning Styles
- Designing In-Service Programs
Cultural Competence:
- Managing a Diverse Workforce
- Supervising Intergenerational Dynamics
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- Supervising Culturally Competent Practice
- Managing Underperforming/Impaired Workers
Professional Writing for the Child Welfare Professional
Critical Thinking for Safe Case Closure
The project also developed the Supervisor Developmental Planning and
Support Toolkit, a set of tools and templates which help child welfare
supervisors create their own formal child welfare supervision program. The
toolkit includes the following:
Worker competencies and task analyses provide a framework for
supervisors to assess workers' individual educational needs across
five domains (Human Relations, Case Practice, Clinical Practice,
Managing Stress/Safety and Adapting to Change).
Individual and unit development plans help supervisors find
additional resources for worker education within the team and to
decide whether to address education needs through individual or
group methods.
The Developmental Planning and Support tool explains Iowa’s
Developmental Model of Supervision explicitly; describing
characteristic worker behaviors along a continuum (Trainee-Novice-
Professional-Advanced Professional) and suggesting supervisory
strategies for developing workers.
The Supervision Manual provides formats for reflective questions,
various types of group supervision, including brief case presentation
and focused supervision, and live observation, and a template for
creating effective in-service programs.
Additionally, the curriculum manual contains: a flowchart for assessing
worker underperformance or impairment, staff activities around diversity, a
brief worker self-assessment for secondary trauma, a workshop for assessing
learning styles, and tools for case management with substance affected
families. Trainings are led by subject matter experts and state staff.
Kansas Kansas’ Department of Social and Rehabilitation Services contracts with
outside agencies to provide all training to their Family Preservation, Foster
Care and Adoption departments. The Children’s Alliance of Kansas oversees
the contracted agencies.
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The State contracted with the University of Kansas to develop a new Child
Welfare Supervision Training Series. The CW Supervision Training Series is
competency-based and begins with a half day foundations course, followed
by four one-day training sessions. Conference calls are held after each session
and serve as an opportunity for supervisors to discuss their learning
experience and troubleshoot any difficult material. Professional development
plans are also completed at the close of each session. This series is offered in
two different locations. The complete Supervision in Child Welfare Series
includes:
Foundations: Introductory Topics
Performance Improvement (Session A): Using Data & Outcomes for
Performance Improvement; Learning Organizations; Individual
Development; Reward Based Environment.
Promoting Effective Practice (Session B): Emotional
Intelligence/Self-Aware Supervision; Parallel Process; Critical
Thinking in Supervision; Professionalism; Time Management.
Achieving Results as a Team (Session C): Motivating Staff to
Achieve Results (Motivational Theory); Key Facilitation Skills;
Conflict Management.
Creating a Positive Work Environment (Session D): Supportive
Supervision and Retention; Compassion Fatigue; Culturally
Responsive Supervision and Service.
The training series also offers a Trainer of Trainers (TOT) component. After
delivery of the TOT, agency trainers are able to provide training to their staff
that is consistent for all child welfare supervisors across the State. Trainers
learn a truncated (1/2 day) version of the Supervision Training Series lessons.
Two TOTs will be developed per contract year. The State has already
completed TOTs for Group Supervision and Having Difficult Conversations.
Additionally, online supervision training is currently being developed. It is
expected to roll out in Spring or Summer 2011.
Louisiana In 2008, Louisiana State University School of Social Work (LSU), in
partnership with the State of Louisiana Department of Children and Family
Services, (DCFS) and the Louisiana University Child Welfare Alliance
established the Louisiana Child Welfare Comprehensive Workforce
Project (LCWCWP) with funding from the Children’s Bureau. The purpose
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of this project is to improve safety, permanency, and well-being outcomes for
children and youth by building the capacity of Louisiana’s child welfare
professionals and by improving the systems in the State that recruit, train,
supervise, manage, and retain them. A primary goal of this project has been
to improve training and support systems for supervisors. One of its
initiatives was a statewide Supervisory Teleconference Series, where
supervisors in each of the ten Regions participated in monthly calls hosted by
LCWCWP Project Director, Gary Mallon. The calls engaged over 170
participants from around the State and featured key speakers in the field. The
initial teleconferences covered a broad range of supervisory issues; later,
teleconferences shifted their focus to clinical supervision and discussion of
real-life cases.
In 2010, DSS hosted “Clinical Supervision Training,” a one-day training in
three subject areas aimed at assisting first line supervisors in building clinical
decision-making skills in their workers. Eleven cohorts, each of 25
supervisors, received on-site training from a nationally recognized
trainer/consultant, and then participated in a teleconference for post-training
discussion. The topics included:
Golden Thread- Coaching to Promote Critical Thinking - co-trained
by Marsha Salus, MSW and Lorrie Lutz, MPP\
Domestic Violence - trained by David Mandel, LLC
Sexual Abuse Victims- trained by Kathleen Faller, Ph.D., A.C.S.W.,
L.M.S.W.
In September 2011, LCWCWP will roll out the National Child Welfare
Workforce Institute's Leadership Academy for Supervisors in two regions
of the State. Supervisors with more than one year experience in their position
will participate. Once the training has commenced, LCWCWP staff will meet
on a quarterly basis to evaluate progress. LCWCWP’s evaluator will
complete a formal evaluation of the program at the close of the training.
LCWCWP plans to train three more regions on LAS in the following year.
Gary Mallon developed a graduate level supervision course, Advanced
Practice Certificate Program in Child Welfare Supervision and Leadership.
This course was designed for Louisiana’s Office of Community Services
(OCS) supervisors. The course is trained ten days over a nine month period
and includes the following session topics:
Overview: History, Roles, Styles and Stages
The Transition to Supervision
Organizational Context
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The Administrative Functions of Supervision
The Educative Functions of Supervision
The Evaluative Functions of Supervision
The Supportive Functions of Supervision
Identifying Commonalities and Distinctions between Clinical
Supervision and Supervision in Community Practice Settings
The Challenges of Diversity
Leadership
Course Announcement
Course Syllabus
Maine Maine has developed a four-day ongoing training curriculum, called
Supervisory Skills Training. This training is designed for new and veteran
CPS and Foster Care supervisors. It covers the foundations of supervisory
approaches and skills which are crucial to both developing and supporting
casework staff, and to assisting them in meeting child welfare outcomes. This
training will commence in Winter 2012.
Maine is developing a series of 90-minute webinars to support supervisors in
the oversight of the implementation of the recent statewide practice initiative,
Fact Finding: Child Interview Protocol. All supervisors will be required to
attend this training which is scheduled for delivery from July 2011 through
June 2012.
The State offers two one-hour online courses for supervisors, Supervisors’
Role as Coach and Applications of Family Team Meetings Observation
Rating Sheet, as well as one in-class training, Feedback Dialogue: Following
the FTM Observation.
All trainings developed by the State are based on a Supervisory Competency
Model.
Maryland The Training Academy offers several continuing education courses, some of
which are specific to supervision. As part of Maryland’s contract with the
Training Academy, the Department of Human Resources funds some child
welfare training through the Continuing Professional Education Program at
the University of Maryland’s School of Social Work. One of the courses
available:
SWOA 722—Supervision in Social Work [3 credits]
This course is available as an elective to clinical students who have
completed the Foundation Curriculum. Students are introduced to the
historical development of supervision within social work. They acquire and
apply knowledge of three primary supervisory tasks: administration,
33
education, and support of supervisees. The course also covers different
supervisory approaches and techniques and considers supervisory issues
that arise in various practice settings.
Massachusetts Massachusetts offers a Supervisor Professional Development Program (formerly known as the CORE New Supervisor Training) which uses learning
circles to train and support supervisors. This program is designed around a
self-directed learning process. The program is competency-based and each
competency is designed to align with a supervisor’s development (i.e. more
advanced supervisors will have more advanced competencies).
Competencies are divided into the following categories:
Foundation Practice
Child Driven
Family Centered
Strengths Based
Community Focused/Connected
Committed to Continuous Learning
Culturally Competent/Committed to Diversity
The program begins with a learning circle during which everyone completes
a self-evaluation. The evaluations are then used by the group to develop
goals for each participant to meet new competencies. Following the initial
circle, there are four in-service workshops, which more specifically discuss
training topics, e.g. the practice model, personnel issues, supervisory
administrative processes. The circle joins again to reflect on what everyone
has learned, how new practices have been implemented, etc. The overall idea
is to create a learning environment; a community of practice for supervisors.
Each circle includes 12-15 supervisors and is facilitated by a staff member of
the Massachusetts Child Welfare Institute (MCWI). This program is not
mandatory; however, it is strongly encouraged that all participate and
attendance records are reported back to each home office. The program is
designed to last approximately eight months and includes six face-to-face
meetings. There are approximately 100 supervisors participating in learning
circles currently.
Click here for a reflective overview of the first two years of the
Professional Development Program in Massachusetts!
One-day workshops are also available to supervisors. Workshops are usually
trained by MCWI staff; however, if a non-agency trainer/expert is brought in,
34
a MCWI staff person will co-train the workshop. Participation in these
workshops is required for all newly hired supervisors. Past workshop topics
include: Performance evaluation/Personnel dialogues; Core elements of
Practice Model; Trauma-informed practice; and Integrated Workshop on
Domestic Violence, Substance Abuse and Mental Health.
Michigan Michigan State University has created a Supervisory Workbook Series that is
designed to be used in formal training and/or as a self-study. The University
offers supervisors the opportunity to attend workbook sessions for in-service
training credits. MSU awards a certificate to all supervisors who complete
three workbook trainings and the required electives. The Workbook Series
consists of the following:
Workbook 1 – The Role of Leaders in Staff Retention: provides
information, tools and methods for leaders to use to support
supervisors in creating and sustaining a positive culture for staff
retention.
Workbook 2 – The Practice of Retention-Focused Supervision:
provides research information and supervisory competencies for
retaining effective staff, including self-assessment and planning tools.
It includes methods and tools for setting objectives, structuring the
supervisory process and managing stress in the workplace.
Workbook 3 – Working with Differences: provides understanding,
methods and tools for tailoring supervision to the diverse
characteristics, learning and behavioral styles and professional
development needs of staff.
Workbook 4 – Communications Skills: provides specific information,
tools and activities to adapt communication skills to the supervisory
relationship.
Workbook 5 – The First Six Months: provides a structure, methods
and tools for orienting, supporting and training new staff during their
first six months on the job, with particular attention to helping staff
cope with and manage the stressors of the job.
Workbook 6 – Recruiting and Selecting Staff in Child and Family
Service: provides information on promising practices and tools for
recruiting and selecting front line staff; includes profiles of desirable
qualities needed in front-line supervisors and staff and
methods for developing effective collaborations with universities.
The Child Welfare Training Institute (CWTI) also offers a Secondary Trauma:
Recognition and Response training (Parts I & II). This training is designed to
assist child welfare supervisors and others to more readily identify how
secondary trauma manifests itself in the workplace and effectively work
35
toward maintaining a strong and resilient work force.
Minnesota Minnesota uses a modified version of Ohio’s Institute for Human Services
supervisor training. This Leadership CORE training has six modules:
Meaning and Mission; Leading People; Situational Leadership; Staff
Development; Team Building; and Sustaining Human Action. Each module is
trained over two days in the classroom. There is an additional training
session (optional) that is tailored to each supervisor’s specific needs. The
State reported that many supervisors form strong bonds with one another
during this training which often continue after the training is completed.
Missouri Missouri has recently begun using learning labs. The labs are organized
regionally and held on a quarterly basis. Each group has approximately 20
supervisors and each region has an advisory committee of field staff (front
line supervisors, upper managers, etc) which identifies topics for the learning
labs in its region. The State has contracted the agency, Family Facets, to
facilitate the labs. Family Facets develops each topic into a workshop and
creates appropriate materials to aid in lab discussion. Each lab begins with
presentation and discussion on a topic, and then allows time for problem-
solving and brainstorming between supervisors. Each lab is approximately
four to six hours in length.
Evaluations are completed at the close of each lab in order to gather feedback
from participants. After the first year is complete, Family Facets will create a
comprehensive report to show the State which aspects of the labs worked
best and which should be revised.
The State’s original goal was to implement a three-tier approach to
supervision training, consisting of Clinical Supervision Training, Learning
Labs and 360 Degree Evaluations. Unfortunately, the State has had to cancel
the 360 Degree Evaluations due to budget restraints.
Missouri’s Human Resources Center provides a large catalogue of courses
which may be used to satisfy the annual training requirement. Trainings are
not child welfare specific, but do cover topics relevant to agency work (e.g.
Interviewing Skills, The Art of Negotiation, Flexible Thinking, Emotional
Intelligence, Managing Change, etc). External training opportunities may also
be approved to meet annual training requirements.
New
Hampshire
New Hampshire utilizes Peter Senge’s personal mastery concept of The Five
Disciplines of a Learning Organization for its’ ongoing training model.
New York New York State has a comprehensive selection of generic courses for
supervisors, including but not limited to, Conflict Resolution, Managing
Difficult Employees, Fundamentals of Supervision, and Providing Effective
Feedback. Some of these courses are offered using a distance learning format.
36
The State offers a Clinic on the Skill of Engagement for Supervisors and
Senior Caseworkers, which aims to strengthen supervisors’ awareness of
their practice and to improve their ability to engage workers. New York also
offers Supervisory Critical Thinking: Decision-Making in Child Welfare. In
New York City, the Institute for Professional Development in Human
Services was developed to build proficiency and capacity in safety and risk
assessments in NYC child welfare agencies including borough offices and
NYC voluntary agencies. Also, New York City provides its own core training
for CPS caseworkers. After each delivery, the supervisors of the trainees are
brought together for a seminar on the NYC OJT Guide for Supervisors to
become familiar with the guide and to focus on the learning base for
caseworkers.
Applying Critical Thinking Skills in Child Welfare Trainers Guide:
Cover Page
Morning Session
CPS Session
Foster Care Session
In 2007, the State enacted legislation to implement a family assessment
response (FAR) practice as an alternative means of addressing child
maltreatment reports. New York contracted with the American Humane
Association to train its caseworkers and supervisors on the new practice.
Supervisors attend three training courses along with their staff. In addition, a
specific training for supervisors was created, titled Supervising a Practice
Shift to FAR. Coaching sessions are provided to help supervisors to use
group supervision and to assist their staff in implementing the practices in
the field. Twenty-three counties have elected to implement this alternative
response to CPS investigation in at least one segment of their CPS reports.
New York Family Assessment Response
North Carolina North Carolina offers one ongoing training course specific to supervision.
Staying Power! A Supervisor’s Guide to Coaching and Developing Child
Welfare Staff was recently revised by the Jordan Institute for Families at the
UNC-Chapel Hill School of Social Work, and was originally created as part of
NC’s Recruitment and Retention Project. The course is trained over three
days, and teaches supervisors how to improve their ability to orient new
hires, support existing staff, recognize and respond appropriately to signs of
worker disengagement and burnout, and support staff as they cope with the
trauma inherent in child welfare work.
North Dakota Training plans for supervisors are developed annually through a
collaborative effort by supervisors, the State and the Children and Family
Services Training Center. Because North Dakota has a very low supervisor
37
turnover rate (approximately two or three supervisors per year), there are
rarely large training classes. As a result, North Dakota must be creative in
offering effective and cost efficient trainings. Every few years, a more
extensive supervisor training will be offered. The State has contracted with
Marsha Salus several times to train supervisors in one-week sessions; the
most recent training was titled, “Managing and Leading Change.”
Ohio A variety of Specialized and Related training topics are available for
supervisors through Ohio’s Regional Training Centers (RTC). As with the
CORE training, workshops and trainers must be approved by OCWTP. Each
RTC offers workshops on a quarterly basis, based on the needs or requests of
their constituents. Most trainings are six hours in length and taught in the
classroom. The Supervisor Specialized and Related trainings are competency-
based.
Specialized Training Competencies
Related Training Competencies
Examples of some of the Specialized or Related training topics include:
The Art of Listening and Confronting Conflict for Caseworkers and
Supervisors
Coaching Emotional Intelligence for Supervisors
Cultural Competence for Supervisors
Ethics, Confidentiality, Boundaries and Responsibilities
Professional Ethics and Culture
Keys to Developing a Professional Staff
Coaching Staff for Effective Documentation
The Art of Strategic Persuasion
Managing Difficult Conversations
So You Want to Be a Supervisor
Your Role as a Managerial Supervisor
OCWTP collaborates with other agencies and organizations to address
certain training topics, new initiatives, etc. Ohio child welfare staff may also
attend trainings offered by outside public or private agencies, as approved
through their respective agencies.
Oklahoma The Child Welfare Training Program (CWTP) at Oklahoma University offers
several courses specific to supervision, including:
How to be a Good Clinical Supervisor in Child Welfare
Supervisory Issues in Child Sexual Abuse
High Performance Team: Creating Teamwork in the Workplace
Ethical Issues for Lead Workers
38
Safety Planning for Supervisors
Beyond Listening to the Employee
Supervisors' Conference
Effective Leadership
Art of Constructive Confrontation
Ten Tips for Supervisors
Supervising for Retention
Developing Worker Competency
Making the Transition to Supervisor
Packaging Your Communications Skills
Evidence-Based Practice
Hiring Child Welfare Workers
Your Well-Being for their Well-Being
These courses are optional and can be used by supervisors to satisfy the
annual training hour requirement. Individual instructors write the
curriculum for each course and most are taught in one to two days. Recently,
a five-day course on Safety Planning for Supervisors was offered to those
with two or more years of experience and approval from a county director.
Oregon Oregon does not offer a specific ongoing training program; however,
specialized trainings are provided for supervisors on an as-needed basis. The
training partnership provides a Self Sufficiency Training for all supervisors,
in addition to a Wrap Around training, which orients supervisors to the wrap
around approach.
Pennsylvania The Child Welfare Training Program offers 45 specialized and related
supervisors courses which are available to supervisors after completion of the
pre-service training. These courses are used to satisfy the annual training
requirement. Most courses are 6-12 hours in length and are trained by
contractors at the regional level.
Available curriculum and materials online include:
Strength-Based, Solution-Focused Supervision
Coaching Grammar and Case Documentation
Supervisory Issues in Child Sexual Abuse
Supervisory Skills & Knowledge Related to Substance Abuse
Supervisory Skills & Knowledge Related to Case Planning and
AOD Use/Abuse
Additionally, supervisor training events are held on the regional level. The
frequency of these events has recently increased from three per year to seven
per year. These serve as opportunities to provide legislative updates, deliver
39
workshops based on need, and network.
Rhode Island In 2004, following the completion of Rhode Island’s CFSR, the State decided
to create a mandatory CORE Supervisory Training Program. A group of
supervisors and administrators formed a team to brainstorm ideas and
develop curriculum for the CORE training. After completing focus groups
and compiling data, the team created the Standards and Competencies for
Supervisors and the CORE curriculum. From 2005-2008, the curriculum was
trained to five diverse cohorts of supervisors, each from different levels of
experience and service areas. Following this period, data from evaluations
was collected and used to amend the curriculum. The CORE Supervisory
Training administered by Rhode Island today is a combination of the original
amended curriculum and some new units related to the State’s initiative to
introduce a new System of Care to the State’s practice.
The CORE Supervisory Training consists of 16 units (three to six hours in
length) organized into three modules. Each of the modules and units can be
trained separately thereby allowing the State to mix and match units as
needed. Most of the units are trained by trainers from the University of
Rhode Island’s Center for Human Services; however, a few are trained by
specialists in the field (e.g. University Professor, experienced DCYF
supervisor, State staff). Following is an outline of the CORE modules and
units:
Module I: Leadership Supervision
The Supervisory Role
Supervisory Practice Standards
Strength-based Supervision
Technology to Support Supervision, Data Analysis and Reporting
Managing for Performance and Personnel Issues
Modeling Systems of Care Principles and Meeting Practices (Under
development)
Quality Assurance: Ensuring Best Practice
Change Leadership
Module II: Education Supervision
Building Positive Relationships with System of Care Partners
Values Clarification
Ethics, HIPAA and Confidentiality
40
Building Healthy Relationships in the Workplace
Module III: Supportive Supervision
Employee Assistance Program
Legal Issues
Managing in a Multicultural Environment
Supervising a Multigenerational Workforce
Rhode Island is currently developing a learning lab unit to be added to this
CORE training. Learning labs will provide an opportunity for supervisors to
work together within DCYF as well as an opportunity to collaborate with
outside community supervisors. Currently, all CORE units are trained in the
classroom; however, the State plans to add an online component to the
learning lab unit.
As a result of Rhode Island’s low supervisor turnover rate, the CORE training
is not offered on a regular basis; rather, State administrators request that a
new training cohort be organized whenever they anticipate hiring a new
group of supervisors.
Vermont Because Vermont has a very low supervisor turnover rate and small
supervisor population, there is rarely opportunity for large training classes.
As a result, Vermont must be creative in offering effective and cost efficient
trainings. The State has developed a holistic framework in their approach to
supervisory training and support. Trainings opportunities are organized at
the state, agency and division level. Vermont’s model supports the idea that
group training fosters more effective learning; therefore, supervisors and
their staff are trained together.
At the agency level, Vermont is now offering the first round of a three-day
Supervisory Foundations Class. This training focuses on core topics essential
to child welfare supervision, including:
Introduction to Emotional Intelligence
Research and Concepts to Consider
The Supervisor’s Role
Motivating Staff
Communication Skills
Legal and Policy Issues
Managing Performance
Completion of this training will become a State requirement for new
41
supervisors in the future, and possibly for veteran supervisors as well.
Vermont uses the curriculum “Building a Model and Framework for
Supervision” for individual training sessions with supervisors. The National
Resource Center for Family-Centered Practice and Permanency Planning and
the National Child Welfare Resource Center for Organizational Improvement
created this document to examine the responsibilities and needs of
supervisory staff and develop an organizational framework to support
effective child welfare supervision. Supervisors in Vermont use this
curriculum to self-study and then meet with a mentor to review the materials
and ask questions.
The State develops trainings for all child welfare staff when a new practice or
policy is implemented. Separate training sessions for supervisors are often
provided to teach how to supervise the new change.
At the division level, Vermont worked with the National Child Welfare
Resource Center for Organizational Improvement to create a Supervisory
Role Design (completed March 2010). Goals of the strategic plan included
developing and updating supervisory orientation and ongoing trainings. The
Supervisory Orientation workgroup has now finished their product and it is
under review. Ongoing training will be rolled into Vermont’s current project
with the Northeast and Caribbean Child Welfare Implementation Center
(NCIC). Vermont is working with the NCIC to implement their new practice
model.
Virginia There is currently no on-going training offered to supervisors that is child
welfare specific. Supervisors are offered the opportunity to attend a generic
supervisory training for all state employees, but this is not specific to child
welfare.
Virginia’s training center system is designed around Ohio’s model (as they
had contracted with Ohio 20 years ago to develop this). Virginia also
contracted with the Institute for Human Services to teach their CORE
supervision training to supervisors in the fall of 2010. Their goal is to learn
this training, and then re-write it to fit Virginia’s needs. The initial goal is to
develop competencies for the CORE training, and then eventually develop
specialized and related competency based training.
Virginia is looking to move away from a reactive approach toward a more
proactive approach with training for supervisors. Initially, the State will
focus on supervisors and then on to caseworkers. The State is also focused on
bringing workers in from the field and giving them more of a voice in
42
creating a system for training that best meets their needs.
Virginia is also interested in developing subject matter expert courses with
one or two day focused workshops. The curricula developed by these experts
will be owned by the contracted training center, but will continue to benefit
future child welfare supervisors within the State.
Washington Annual training requirements for supervisors can be satisfied through online
trainings, regional trainings, University courses, conferences, etc. Training
contact persons are located in each of Washington’s six regions and are
responsible for assisting staff with finding appropriate trainings to satisfy the
annual requirement. Additionally, Washington conducts trainings bi-
annually to update supervisors on policy changes and/or updates.
Wisconsin Wisconsin worked with Alabama, South Dakota and Louisiana to develop a
22-week curriculum re: action models for safety, called Supervisors as Safety
Decision Makers. The training features weekly homework assignments which
are posted to an online forum and made available to others in the training
cohort to provide feedback. A pilot of this new training has now been
completed in South Dakota. At this point, no final decisions have been made
on how this program will be implemented.
Wisconsin offers a Lunch and Learn program that features monthly
teleconferences on child welfare topics. The program is open to all staff and
sometimes features supervisor-specific topics. Topics are chosen based on a
needs survey sent to all child welfare staff.
University partners offer trainings periodically, typically in response to a
change in practice or policy. Additionally, many caseworker trainings will
include an additional day of training for supervisors to learn how to
supervise around the training topic.
Wyoming For supervision-specific training, the State offers the Wyoming Introductory
Supervisory Education Program (WISE). The first two days of the training
focus on Wyoming-specific administrative topics (e.g. performance
appraisals, executive orders, personnel policy), and the following three days
offer leadership skills (e.g. time management, program management, conflict
resolution). A three-day WISER class is a follow-up training to WISE which
looks specifically at case studies and uses role play to practice techniques
taught in the WISE training. Additionally, the State offers “Managing at a
Distance” which is a two-day course designed to provide skills to improve
management styles. The aforementioned trainings cover broad supervision
skills and are not child welfare specific.
Wyoming’s Department of Family Services trains the Child Welfare League
43
of America’s (CWLA) “Supervising for Success” curriculum. This curriculum
was first trained in 2009 and is now considered the agency’s supervisory
training model. Currently, a CWLA staff person is training the curriculum;
however, Wyoming hopes to develop a Train the Trainer program in the
future. Thus far it has been difficult to implement the program as a result of
the small population of supervisors in Wyoming.
Wyoming has also used the Butler Institute’s “Putting the Pieces Together”
curriculum; however, the State has not offered it since 2006 as a result of
budget restraints, delivery challenges, and low supervisor turnover.
Professional Development
STATE Professional Development opportunities for Child Welfare Supervisors1
Alaska There is no formal system for completing training needs assessments in
Alaska; however, the Office of Children’s Services did complete a statewide
training survey of all child welfare staff one year ago.
Arizona Numerous courses are available through CWTI to all child welfare workers,
though none currently are specific to supervision. Many of these courses are
available online. IV-E funding is available for those interested in pursuing a
Master’s degree in social work. Arizona is currently considering the
possibility of adding a part-time MSW program.
Training needs assessments are sent to all child welfare workers on an annual
basis. Results are consulted when considering the development of new
trainings. Additionally, professional development plans are used as part of
the performance evaluation process.
1 For information on conferences, meetings, and resources available to supervisors please visit
www.nrcoi.org/supervisionproject/supervisiontopic.htm.
44
California Numerous training and professional development opportunities are offered
by the counties, the Regional Training Academies (RTA) and the Inter-
University Consortium (IUC) of California. Generally, professional
development opportunities are aimed at supporting supervisors in applying
the skills they learn in Core and ongoing training. Training materials are
typically available and can be shared by the regions. Following are several
examples:
Central Academy has a Field Based Trainer Program (FBT). FBTs
employed by the RTA work with child welfare supervisors on an
ongoing basis to provide mentoring in the day to day work of being a
supervisor as well as for professional development. FBTs attend
Supervisor Core training to provide support, and then facilitate
mastery of the competencies taught in Core. An FBT manual has
been created that describes the program, including the role of FBT in
working with supervisors. FBT is also being explored by other
regions.
Field-Based Trainer Handbook
Field-Based Trainer Handbook Appendix
Field-Based Trainer Handbook Tools
Central RTA also has the SPIN Project. SPIN USA is based out of
Massachusetts, and has created a program to assist supervisors in
skill development. Unit meetings and individual supervision
sessions are videotaped, and certified SPIN instructors provide six to
eight months of ongoing coaching and guidance to improve
supervisory practice skills.
Southern RTA is developing two eLearning modules for supervisors
in fiscal year 11/12.
Bay Area RTA offers quarterly transfer of learning (TOL) sessions for
supervisors who have completed Supervisor Core. These sessions,
facilitated by a Supervisor Core trainer, provide ongoing support for
applying skills learned during the Core training.
Northern RTA offers New Tools for Supervisor Excellence (discussed
in the Ongoing Training section).
At the State level, the California’s Outcomes and Accountability System
systematically examines outcomes and identifies strategies (including
training) to address needs. The RTAs/IUC participate in this process with the
45
counties and the California Department of Social Services (CDSS), and
regional and statewide training needs are systematically identified for
supervisors as well as other staff.
At the county level, supervisors’ training needs are assessed on an ongoing
basis by their managers, utilizing performance evaluation processes that are
unique to each county. Individual needs assessments are used to guide
supervisors in choosing which training they will complete as part of their
ongoing training requirements. The RTAs/IUC assist with this by teaching
about the importance for ongoing training as part of supervisor and manager
core. Additional supports are also provided. Central RTA’s FBT program, for
example, provides support for supervisors to develop action plans with their
managers for training and professional development.
The use of formal professional development plans varies by county.
Colorado Colorado will be implementing the National Child Welfare Workforce
Institute’s Leadership Academy for Supervisors in 2011.
The State has partnered with Metropolitan State College and University of
Denver to offer a Master’s degree in social work for caseworkers and
supervisors.
Colorado does not use training needs assessments; however, they have a
Training Evaluation Task Force which is responsible for reviewing the
relevancy and frequency of all trainings. Several supervisors are members of
the task force.
Connecticut Connecticut offers an internship program for qualified child welfare workers
who are interested in pursuing a degree. The Master of Social Work Field
Education Program allows supervisors to complete their field placement at
their current agency, rather than having to travel to a new location.
Supervisors are assigned a consultant who oversees their fieldwork and
helps to develop the supervisor’s clinical skills using cases already present in
his/her agency.
DC DC is working on a mandate that would require all supervisors to complete
the classroom portion of the caseworker pre-service training curriculum. The
training is 12 full days and will be taken alongside caseworkers. Participation
in this training will better prepare supervisors to oversee the day-to-day
responsibilities of their staff. Additionally, general supervisory trainings are
offered annually through the State office.
46
Delaware Delaware uses informal needs assessments to measure the training needs of
supervisors. Additionally, professional development plans are used for
supervisors and reviewed on an annual basis.
Florida Florida partners with seven schools in the School of Social Work consortium
and provides IV-E funding for those interested in pursuing a Bachelor’s or
Master’s degree in social work.
Currently, training needs assessments and professional development plans
are not utilized at the state level in Florida.
Georgia Recently, Georgia partnered with the Butler Institute to pilot Learning Circles
for their supervisors. In order to participate, a supervisor must have
completed the Putting the Pieces Together training. This has helped to incent
participation in the training for veteran supervisors. At present, Georgia has
six active circles, with an average of 12 supervisors in each. The State plans to
split circles as they gain in popularity. Education and Training Services (ETS)
is in the process of creating a website for learning circles which will provide
online access to those who live far from meeting locations. The goal is to
make the learning circles self-sustaining, so that the State can eventually
remove itself from facilitation responsibilities.
Learning Circle Competencies
Learning Circle Goals and Objectives
Learning Circle Principles
Currently, Georgia is using Individual Training Needs Assessments (ITNAs)
for their caseworkers. The ITNAs have been adapted from Ohio and tailored
to fit Georgia’s needs. ITNAs for supervisors are now under development.
During the ITNA, supervisors will work with their worker to identify
weaknesses and make a training plan for the upcoming year. The ITNA is
then included in the worker’s Performance Management Plan.
Idaho Social Worker (SW) IIIs who have demonstrated excellence in their position
and have shown interest in further developing their skills are provided the
opportunity to shadow a supervisor. Often, if the supervisor is out of the
office, the SW III will perform the supervisor’s duties. During this period
some SW IIIs complete the pre-service training in preparation of applying for
a supervisory position.
A Certified Management Program is available for supervisors through the
State of Idaho Department of Human Resources. The program is completed
over a 24-36 month period and includes five modules with seven
47
competencies unique to public management. This program is not child
welfare-specific.
Training needs of supervisors are identified during Quality Assurance
reviews. Additionally, the Child Welfare Sub-Committee, made up of
regional chiefs who supervise child welfare supervisors, are polled on the
training needs of supervisors each year.
As part of Idaho’s supervision strategic plan, the State is laying groundwork
to begin learning circles. The State has recently begun hiring trainers to
facilitate the groups. Currently, learning circles are being piloted in the
Northern region. The State has received positive reports on the pilot program
and plans to host additional circles in the Northern, Central and Southern
regions.
Indiana Currently, training needs assessments are not utilized in Indiana. However,
each agency worker has an annual work profile created (facilitated through
Human Resources). The training department can sometimes assist
supervisors with professional development plans, but it’s more so
individualized with each supervisor responsible for his/her own
development plan.
Indiana’s Family Case Manager Work Profile and Performance Appraisal
Report
Iowa The Service Supervisory Webinars are a monthly series of topical calls. The
calls provide a forum for supervisors to share their experiences in
implementing improved child welfare practices, as well as learn about trends
and policy changes. Presentations from expert persons are followed by open
discussion in order for all participants to ask questions and enrich the
conversation. Recent topics include several of the NRCOI-sponsored
webinars: “Supervision as Leaders of Practice Change,” “Leading Efforts to
Identify and Address Disparities: A Response to Disproportionality” and
“Collaborating with Courts to Reduce and Eliminate Disparities.”
Supervisors are encouraged to use the Webinar Discussion Guides following
each call.
Iowa utilizes an Individual Learning Needs Survey and Individual Learning
Plan to assist in the development of ongoing learning opportunities for the
Iowa Department of Human Services Child Welfare Social Work Staff.
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Kansas The Children’s Alliance is contracted to complete two all-staff Individual
Training Needs Assessments (ITNAs) per year. The ITNAs are not specific to
supervisors; however the survey asks several questions related to
supervisory training needs. Results from the ITNAs are used when
considering revisions and/or additions to the State training schedule.
Louisiana In 2009, DCFS partnered with Louisiana Child Welfare Comprehensive
Workforce Project (LCWCWP) to conduct a statewide training system
assessment. Information was gathered through surveys and focus groups to
produce a summary of findings and recommendations. Click here for a
summary of the findings from this assessment!
Maine Funding is available for supervisors who are interested in pursuing higher
degrees. The State encourages supervisors to pursue their Master’s Degrees
in Social Work. Programs are available at University of Maine, University of
Southern Maine and University of New England.
Training needs assessments for supervisors are conducted during annual
performance evaluations.
Maryland Maryland completed a general needs assessment of all child welfare workers
in 2010. The results of this assessment are being used to develop a new
supervision model. Professional development plans for supervisors are also
being developed as part of this new model.
Massachusetts Massachusetts offers a series of post-graduate certificates at several different
colleges. Simmons College offers a one-year intensive Trauma Certificate
Program which typically attracts a large number of supervisors.
Massachusetts does not use formal training needs assessments; however,
feedback and surveys are gathered from learning circles and consulted when
considering future training opportunities. The State’s employee performance
review system addresses training needs for supervisors, though the system is
not connected to the training group.
The Supervisor Professional Development Program (see Ongoing Training)
uses a Professional Portfolio to record each supervisor’s professional growth.
The portfolio includes documentation of the supervisor’s career, self-
assessment and professional goals, and serves as a record of the supervisor’s
experiences during their learning circle work.
Michigan Michigan offers partial tuition reimbursement for those supervisors
interested in pursuing a higher degree. Priority for reimbursement is given to
new hires who have signed an agreement of intent to pursue a Master’s
49
degree. Additionally, the Office of Professional Development offers special
interest courses quarterly, though not child welfare-specific.
Michigan does not use formal training needs assessments; however the
training center will periodically collect a list of training needs from
supervisors. A statewide performance management system is used by
supervisors’ superiors to track progress and record expectations. The last
review was completed prior to the CFSR. This program is not managed by
the training group; therefore, the details of the frequency of its use are
unknown.
Minnesota Minnesota offers IV-E funding to those workers interesting in pursuing a
Master’s degree. The State would like to partner with some universities to
create a Bachelor’s degree in social work program. Ideally, the State training
curriculum would be added to the BSW program so that students will be
work-ready when they graduate.
Minnesota does not currently use training needs assessments. This is an area
the State has identified as needing development.
Missouri Missouri offers IV-E funding for those interested in pursuing a Master’s
degree through a part-time program. The University of Missouri Columbia
and Washington University’s School of Social Work both offer child welfare-
specific courses, though none noted were supervisory specific.
Missouri used training needs surveys in the past; however, they found that
most surveys produced generic responses. The State has since begun using
focus groups of frontline supervisors and trainers to gather feedback on
training needs. Employee development plans are completed annually
through Missouri’s PERFORM appraisal system.
New
Hampshire
Annual Individual Training Plans (AITPs) are used to identify the trainings
needs of each supervisor. AITPs are designed around supervisor
competencies and focus on cultivating specific supervisor skills. For example,
if a trend/problem has been identified within Children and Families Services,
and specific knowledge is needed to address this issue, a plan to train on this
knowledge will be added to each AITP. Training on new protocols and
procedures are also included in the AITP. The State has partnered with the
University of New Hampshire’s Center for Professional Excellence in Child
Welfare to help facilitate the AITPs. University of New Hampshire (UNH)
training liaisons meet directly with staff within each District Office on a
regular basis and maintain ongoing contact by phone and email. The training
liaisons utilize AITPs to guide training programs, as well as to process
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individual training requests from staff members. The State has also partnered
with UNH to create online trainings for child welfare staff.
Supervisor Needs Assessment
Action Plan
Several child welfare workers in New Hampshire have now completed the
National Child Welfare Workforce Institute’s (NCWWI) Leadership
Academy for Middle Managers. The State intends to use NCWWI’s
Leadership Academy for Supervisors in the future.
New Hampshire’s Department of Health and Human Services offers a
Supervisory Certification Program which covers all of the skills needed to
supervise within the State system. Topics include personnel systems,
managing within a public agency, administrative duties, etc. Most
supervisors will have completed the pre-service child welfare training prior
to participating in this program. The child welfare training group has worked
with DHHS to ensure that training topics are not duplicated in either
program. The program is not child welfare-specific; however, it is designed
for workers in Health and Human Services.
Many supervisors in New Hampshire are trained as trainers. Trainer’s Day is
an annual six-hour training that endeavors to teach supervisors how to be
effective trainers. The training is optional. Those who participate are then
eligible to facilitate State trainings and are typically assigned one per year.
In past years, New Hampshire has seen strong participation in IV-E funded
higher education programs. Unfortunately, this funding has been recently cut
due to budgetary issues. The State hopes to see this program restored in the
near future.
New York New York provides IV-E funding for those interested in pursuing their
Master’s degree in Social Work. Currently, the Bureau of Training completes
needs assessments for all child welfare staff. The Office of Children and
Family Services’ (OCFS) Regional Offices work closely with the districts and
agencies to identify or address training needs as they arise. These may be
specific to case practice issues, organizational issues and emerging needs,
such as using logic models and data to establish goals and track performance.
Additionally, as part of a project with the Northeast and Caribbean
Implementation Center (NCIC), needs assessments will be completed for all
supervisors.
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North Carolina North Carolina offers IV-E funding for supervisors interested in pursuing a
Bachelor’s or Master’s degree in social work.
All child welfare staff is able to create individual Training Portfolios online.
This program helps staff to make thoughtful and appropriate plans when
considering their future training schedules.
Oklahoma Oklahoma University offers a Child Welfare Professional Enhancement
Program. This program provides IV-E funding to child welfare staff
interested in pursuing a Master’s degree in social work. Supervisors are
strongly encouraged to take advantage of this opportunity.
For child welfare workers who are interested in becoming supervisors,
CWTP offers Level III courses. These courses allow workers to “get their feet
wet” and better understand what would be expected of them as supervisors.
Participation is optional and staff must gain approval from their supervisor
to enroll.
Oklahoma places liaisons in each area of the State (six total areas with three
liaisons per area) for supervisors to consult regarding training needs.
Liaisons speak with supervisors on a daily basis and report their findings
back to CWTP. CWTP is then able to use this feedback to design future
trainings for supervisors. The Field Office develops professional
development plans for supervisors; however, these are not overseen by
CWTP.
Oregon IV-E funding is available for supervisors who would like to pursue their
Master’s degree. Portland State University’s (PSU) curriculum includes
several supervision courses. Additionally, PSU is the recipient of the
Culturally Responsive Leaders Traineeship grant, a five-year program
funded by the National Child Welfare Workforce Institute and the Children’s
Bureau. The purpose of this project is to create a specialized MSW pathway
for culturally competent and responsive emerging leaders in public, tribal,
and community-based child welfare systems. Students selected for the
program receive financial assistance, specialized curriculum in leadership,
and field placement experiences to support the development of culturally
responsive management skills and practices in child welfare.
Oregon’s Department of Human Resources offers a leadership academy for
supervisors. This training is broad based and not child welfare specific.
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Pennsylvania Pennsylvania offers two university programs, Child Welfare Education for
Leadership (CWEL) and Child Welfare Education for Baccalaureates
(CWEB). The CWEL program is a cooperative effort among the United States
Administration for Children and Families, the Pennsylvania Department of
Public Welfare, the Pennsylvania Child and Youth Administrators and
eleven accredited schools of social work in Pennsylvania. Its goal is to
strengthen public child welfare services in Pennsylvania by providing
educational opportunities at the graduate level for public child welfare
personnel. Qualified persons who are admitted to any of the approved
schools on either a full- or part-time basis may receive substantial financial
support in return for a contractual obligation to continue employment with
the sponsoring agency following their studies. Pennsylvania has graduated
over 400 students from the CWEL program to date. The CWEB program is
similar to CWEL, but is offered to those pursuing a Bachelor’s degree.
Some counties have recently begun using the National Child Welfare
Workforce Institute’s Leadership Academy for Supervisors. Transfer of
learning activities have also been developed to assist supervisors in
overseeing their caseworkers’ acquisition of new skills.
Individual training needs assessments (ITNAs) are completed following the
Supervisory Training Series, and completed every three years on the county-
level thereafter. Training needs are also regularly measured through
evaluations given at the close of employee workshops. All information
collected from ITNAs is maintained in a database from which reports are run
on a regular basis. Available trainings are reviewed to ensure that all
competencies are being met. If needs are not being met, the training group
will investigate how to satisfy the need (e.g. add new trainings, conferences,
outside agency trainings). Professional development plans are also used as
part of a Transfer of Learning supervisory course. Pennsylvania recognizes
the importance of professional development plans and is committed to
improving their use of them.
Rhode Island Rhode Island is not able to offer regular professional development
opportunities because of limited funding; however, members of the provider
community and some sister agencies open their training opportunities and
conferences up to DCYF staff periodically.
Rhode Island offers a limited educational leave program for State staff.
Currently, DCYF’s Family Services Unit provides one full-time educational
leave award for a worker pursuing an MSW (half of the tuition is paid by the
State and the employee’s salary is paid while they are on leave from work)
and two part-time educational leave awards for workers interested in any
53
degree program (the employee is given one day paid leave from work each
week).
Currently, training needs assessments are not utilized in Rhode Island;
however, the State plans to add a training needs component to the Learning
Lab unit under development. At present, Rhode Island reaches out to
supervisors on an informal basis to ask what they need for training. The State
also collects evaluations from all regular in-service trainings.
The State used an Individual Learning Needs Survey & Individual
Learning Plan Tool in conjunction with the CORE Training to develop a
learning plan for supervisors. It is utilized three times during a new
supervisor’s 6-month probationary period: at the beginning of the
probationary period (pre-caseload); at the three-month mark; and at the six-
month mark to create an on-going learning plan. Following the probation
period there is no system for the State to track professional development
plans; however, supervisors and caseworkers are encouraged to review their
learning plans on a regular basis.
Vermont At the state level, Vermont’s learning center, The Summit, hosts a nine-day
Supervisory Development Program. This program is available for all
supervisors in state government and is therefore not child welfare specific.
Each participant has his/her own development plan and takes courses
appropriate to his/her plan. Courses cover the following topics: Effective
Communication; Enhancing Productivity; Interviewing and Hiring;
Managing Your Time; and The Universe of Labor Relations.
Currently, formal training needs assessments are not utilized in Vermont.
However, the training coordinator assigned to each district discusses training
needs with supervisors on an individual basis and makes recommendations
for available trainings, as well as provides the opportunity to review
pertinent training materials with the supervisor. The training coordinator
serves as a mentor and coach to the supervisors in his/her region.
Virginia Training needs assessments are not currently used in Virginia, but there are
plans to create these assessments along with professional development plans.
Washington Washington offers courses that supervisors may take in order to specialize in
their position; available in Child Protective Services, Intake, Adoption,
Department of Licensing Resources and the FRS program.
Supervisors are strongly encouraged to participate in IV-E funded Master’s
degree in Social Work program. Additionally, Washington has just begun
working with Partners for Children to build a relationship with the
University of Washington and Eastern Washington University. The goal of
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this partnership is to provide more training and coursework for state social
workers and supervisors. This project also includes funding for research.
Wisconsin The University of Wisconsin School of Social Work facilitates a program
called Child Welfare Dialogues. This program features lectures by child
welfare experts for supervisors and/or caseworkers.
Wisconsin’s Quality Service Review process is used to identify training
needs. Professional development plans are not used statewide; however,
some counties have elected to use them.
Wyoming Wyoming offers several opportunities for professional development to
supervisors. There is a Recruitment and Retention effort in the State which is
offering the National Child Welfare Workforce Institute’s Leadership
Academy for Supervisors. The Casey Foundation has been facilitating
regional roundtables which focus on training supervisors to overcome
barriers to permanency. Additionally, the Signs of Safety training has been
offered in two counties. Wyoming’s Program Improvement Plan (PIP) group
is working to update the State’s manual for supervisors as the current
manual is out-of-date.
Currently, training needs assessments are not utilized in Wyoming. During
the 2006 “Putting the Pieces Together” training, ITNAs were introduced;
however, their use has not been maintained. Wyoming is not currently using
competencies for their supervisors; this is another area that the PIP group has
been examining. Wyoming does offer annual performance appraisals for all
child welfare staff.
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Supervisor Requirements
STATE Pre-service and ongoing requirements to become a Child Welfare
Supervisor within the agency
Alaska In order to become a supervisor in Alaska, one must have a minimum of
three years experience as a child welfare caseworker. There are currently no
ongoing requirements.
Arizona In order to become a supervisor in Arizona, one must hold a Bachelor’s
degree, preferably in child welfare or a related field. Supervisors must also
have previous experience in child welfare; the required number of years
varies. After assuming the new position, all supervisors must complete a
minimum of 24 hours of continuing education/training per year.
California Requirements for education and experience are determined by the counties.
State regulations require that 100% of supervisors in Emergency Response
and Family Maintenance programs possess an MSW or equivalent degree,
and that other staff in those program areas possess a BSW or equivalent
degree. Supervisors’ education level varies from region to region, with rural
regions experiencing more difficulty in recruiting MSW-educated staff.
There are no licensure requirements for child welfare supervisors. State
training regulations require that all supervisors complete the Supervisor Core
within the first 12 months of assuming their supervisory position, and 40
training hours every two years following that 12 month period.
Colorado To become a supervisor in Colorado, one must have a Bachelor’s Degree in
one of the human behavioral sciences and three years of previous experience
in child welfare. Applicants with a Master’s degree need only two years of
prior experience.
All supervisors must be certified by the Training Academy. Certification is
awarded when all hiring requirements have been met and pre-service
training has been completed.
All supervisors must complete a minimum of 40 hours of in-service training
each year. A minimum of 16 of the required training hours must be
supervision-specific.
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Connecticut In order to become a supervisor in Connecticut, one must pass a written
exam which evaluates the candidate’s experience. Connecticut prefers that all
supervisors have two-three years of previous experience and hold a Master’s
degree in social work or a related field. After assuming the position, all
supervisors must complete a minimum of 30 hours of in-service training each
year.
DC In order to become a supervisor in the District of Columbia (DC), one must
have a Master’s Degree in social work and hold a current license in social
work. The Licensing Board requires 40 hours of training per year (including
six hours of ethics training) to maintain licensure. The State requires 24 hours
of training annually for child welfare staff. Training hours to satisfy the State
and Training Board requirements are transferable between the two.
Delaware Delaware does not have state mandated requirements for child welfare
supervisors. Delaware’s Department of Services for Children, Youth and
their Families (DSCYF) is comprised of three divisions and each department
makes hiring decisions independently:
1. Division of Family Services: child protection, adoption, foster care, child
care licensing
2. Division of Youth Rehabilitative Services: juvenile justice
3. Division of Prevention and Behavioral Health Services: child mental
health, substance abuse, prevention and early intervention services
Florida Pursuant to Florida’s administrative code 65c-33, all supervisors must hold a
degree in one of the human services fields and be certified. The requirement
for prior years of experience is variable. Case Management in Florida is fully
privatized, thus there are 20 contracted agencies around the state. The
requirements for privately contracted supervisors vary; however, all must
meet the certification requirements rule.
All supervisors must complete a minimum of 48 hours of ongoing training
during the three-year period that their state certification is valid. Once the
certification is renewed, a new three-year period with an additional 48 hours
of required training will begin.
Georgia Georgia has a certification process for all Social Services Case Managers and
Supervisors. In order to become eligible for certification, one must hold a
Bachelor’s Degree in social work or a related field. Program certification in
the area(s) of responsibility (CPS, Foster Care and Adoption) is required
before supervisory certification may be granted. Certification is mandatory
for all new supervisors and strongly encouraged for veteran supervisors. In
order to maintain certification, supervisors must complete a minimum of 20
hours of ongoing professional development training per year.
Supervisor Certification Manual
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Idaho In order to become a supervisor in Idaho, one must have a Bachelor’s Degree
and a minimum of three years prior experience in child welfare.
Additionally, all supervisors must have a current license in social work.
All supervisors are required to complete a minimum of 20 continuing
education credits per year. Every four years, supervisors must complete four
continuing education credits in ethics.
Indiana In order to become a Family Case Manager (FCM) in Indiana, one must have
a Bachelor’s Degree. It is no longer required that this degree be in a social
work or related field; however, there is a minimum of 15 hours of related
coursework experience required.
All Supervisors, Local Office Directors, Division Managers, and Regional
Managers must complete no less than 32 hours of In-Service Training. Up to
16 of these In-Service Training hours can be completed online. One DCS
training day is equivalent to six In-Service Training hours. Supervisors who
have completed the New Supervisor Training will exceed his or her yearly
In-Service Training requirements.
Indiana's Administrative Letter regarding training requirements
FCM Supervisor Job Description
FCM Work Profile and Performance Appraisal Report
Iowa In order to become a child welfare supervisor in Iowa, one must have a
Bachelor’s degree in social work or a related field. All supervisors and child
welfare workers are required to receive a minimum of 24 training hours per
year.
Kansas There are no specific requirements to becoming a supervisor in Kansas. It is
preferred that one hold a Master’s degree in social work or a related field.
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Louisiana In order to become a supervisor in Louisiana, a person must meet one of the
following criteria: (1) Bachelor’s degree in social work or related field and
five years of professional social services experience (including four years in
child welfare and two years at the journeyman level); (2) Bachelor’s degree in
non-related field and six years of professional social services experience
(including four years in child welfare and two years at the journeyman level);
(3) Master’s degree in social work or related field and four years of
professional child welfare social services experience (including two years at
the journeyman level); (4) Master’s degree in non-related field and five years
of professional social services experience (including four years in child
welfare and two years at the journeyman level). Additionally, those who
have been licensed by the State must maintain their license.
All supervisors must complete 20 hours of ongoing training each year.
Training must be child welfare related but does not need to be supervisor
specific.
Maine In order to become a supervisor in Maine, one must hold a Bachelor’s Degree
in social work or a related field. Additionally, all supervisors must be
licensed by the State of Maine’s Board of Social Work. Supervisors who do
not have a BSW are given a conditional social work license. Following a
probationary period, a full license is awarded. Supervisors must complete a
minimum of 25 hours of continuing education credits every two years.
Maryland In order to become a supervisor in Maryland, one must hold a Master’s
degree in social work and have a current social work advanced license (either
Certified Social Worker or Certified Social Worker-Clinical). Maintenance of
the social work license requires 40 hours of continuing education credits per
year. Completion of the 40-hour requirement satisfies the state-mandated 20
hours of training per year for all child welfare workers.
Massachusetts In order to become a supervisor in Massachusetts, one must hold a Master’s
Degree in a human services-related field. It is preferred that all supervisors
have three-five years of prior experience in human services. Additionally, all
social work staff must hold a valid social work license. The minimum
available is an associate-level social work license (LSWA). There are currently
no ongoing requirements.
Michigan In order to become a supervisor in Michigan, one must have a minimum of
two years experience as a caseworker. Recently, Michigan removed the
requirement that all supervisors must hold a Bachelor’s degree. Child welfare
staff and supervisors must complete a minimum of 40 hours of training per
year.
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Minnesota There are no specific pre-service or ongoing State requirements for becoming
a supervisor in Minnesota. Counties make hiring decisions at their own
discretion.
Missouri In order to be eligible for the Social Service Supervisor I position, one must
have two years of prior experience as a Children’s Service Worker. For those
with Master’s degrees, only one year of prior experience is necessary. After
assuming the position, all supervisors must complete a minimum of 16 hours
of in-service training each year.
New
Hampshire
To become a supervisor in New Hampshire, one must hold a Bachelor’s
Degree. After assuming the position, a supervisor must complete a minimum
of 30 hours of training each year. There is some flexibility with the type of
courses that satisfy these training hours (i.e. if a worker is pursuing a degree,
some coursework may be approved for satisfying these hours).
Approximately 25% of annual training hours are fulfilled through mandatory
trainings; the remaining hours are satisfied through trainings specific to each
worker’s needs.
New York New York is a state supervised, locally administered state. Each of the 58
Local Departments of Social Services (LDSS) provides Child Protective
Services (CPS). It is at the discretion of each LDSS to determine whether to
provide Prevention, Foster Care and Adoption services directly or through a
contract with a private, not for profit child welfare agency. The contracted
agencies have the discretion to establish their own standards for the
education and preparation of those in supervision and management
positions. Many agencies require Master’s degrees.
To become a supervisor in one of New York’s public child welfare social
service agencies, the minimum qualification is a Bachelor’s Degree. Each of
New York’s 58 districts hires child welfare staff at its own discretion, within
the confines of State and county Civil Service rules, and therefore may
institute requirements for Master’s degrees and/or specialized training. New
York does not have an annual training hour requirement for all child welfare
staff. The annual statewide training requirement for experienced CPS staff
and supervisors is six hours.
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North Carolina Child welfare services supervisors must complete a minimum of 72 hours of
pre-service training before assuming supervisory responsibilities and a
minimum of 54 hours of additional training that the Division of Social
Services determines is necessary to adequately meet each supervisor’s
training needs. Subsequent to completion of these requirements, supervisors
must complete 24 hours of continuing education credits annually.
Additionally, when a supervisor assumes a new job function, he/she must
complete a 200 Series, Tier 2 Training (applicable to their new job function)
within three months. North Carolina does not have any specific hiring
requirements regarding years of experience or educational background.
North Dakota In order to become a supervisor in North Dakota, one must hold a Bachelor’s
degree in social work and be currently licensed as a social worker. The
required years of prior experience in child welfare depends on the
educational background of the candidate, as well as the county in which the
candidate is applying. Additionally, all supervisors must be Child Welfare
Certified. Certification can be obtained through completion of a 17-day
course designed to be trained within 12 months of assuming a position in
child welfare.
All licensed social workers must complete a minimum of 30 training hours
every two years.
Ohio In order to become a supervisor in Ohio, one must meet the requirements of
the county in which one is applying. Many counties now require a Master’s
Degree, preferably in social work or a related subject; some counties require
social work licensure. Currently, there is no required minimum for prior
years of experience.
The Ohio Administrative Code states that all Public Children Services
Agency (PCSA) Supervisors must receive 60 hours of Supervisory CORE
training during their first year of employment and 12 hours of domestic
violence training within the first two years of assuming the position.
Following completion of the CORE training, all PCSA supervisors must
complete a minimum of 30 hours of in-service training annually.
Oklahoma To become a supervisor in Oklahoma, one must have two years of previous
experience in child welfare. Preference is given to those with a Bachelor’s or
Master’s degree in social work. All supervisors must complete a minimum of
40 hours of training per year; 24 of the required hours must be supervision-
specific.
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Oregon To become a supervisor in Oregon, one must hold a Bachelor’s degree.
Previous experience in child welfare is highly valued and is considered in the
hiring process. Currently, there is no requirement for annual training hours
or continuing education units.
Pennsylvania Pennsylvania does not have any state-mandated requirements for child
welfare supervisors. Pennsylvania has a state-supervised and county-
administered system; accordingly, each county establishes its own hiring
requirements.
All supervisors must complete a minimum of 20 hours of training per year.
For those supervisors with licenses (e.g. Licensed Social Workers), there are
additional annual training hour requirements.
Rhode Island In order to become a supervisor in Rhode Island, one must have a Bachelor’s
Degree in social work, child development, psychology or sociology and three
years of experience as a social worker in public child welfare. Any
caseworker who is interested in becoming a supervisor must take an exam.
Once the prospective supervisor has completed all of the necessary
requirements and passed the exam, his/her name is placed on a waiting list.
When the Department of Children, Youth and Families (DCYF) needs to fill a
vacancy in a supervisory position, a committee meets to conduct oral
interviews with the candidates who have been placed on the waiting list.
Supervisors can be hired from outside of DCYF, but most often caseworkers
are promoted from within.
State legislation requires that all agency staff receive a minimum of 20 hours
of training per year. There is no requirement that supervisors maintain a
social work license.
Vermont Vermont strongly prefers that supervisors hold a Master’s degree. For those
with a Bachelor’s degree, Vermont prefers that one has 18 months of
previous experience in child welfare.
All supervisors and child welfare staff must complete a minimum of 30
training hours per year. Training does not need to be supervisory specific.
Virginia To become a child welfare supervisor in Virginia, one must have a Bachelor’s
degree in a human services related field or two years of relevant experience.
This requirement is the same for child welfare caseworkers. Currently, there
are no on-going requirements, but Virginia’s Program Improvement Plan
includes the development of minimum standards and training hour
requirements for supervisors.
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Washington In order to become a supervisor in Washington, one must hold a Bachelor’s
degree. All supervisors must attend the Supervisor Academy. If a supervisor
is hired from outside of the agency, he/she must also attend the Social
Worker Academy (pre-requisite to the Supervisor Academy). Following
completion of the Academy, supervisors must complete 8.5 days of training
within two years of assuming their new position. For each year thereafter, all
supervisors must complete 20 hours of ongoing training.
Wisconsin Currently, Wisconsin does not have any state-mandated hiring requirements
for child welfare supervisors. Each county agency hires staff at its own
discretion. Once hired, all supervisors must complete a minimum of 30 hours
of in-service training every two years.
Wyoming In order to become a supervisor in Wyoming, one must have a Bachelor’s
Degree in social work or a related field. Wyoming requires that all child
welfare staff be certified. Certification is awarded once the worker (1) has
completed the State’s pre-service training and (2) has completed 12 months in
the position. All child welfare workers must complete a minimum of 20
hours of in-service training each year.
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Mentoring/Coaching
STATE Mentoring/Coaching Information2
Arizona Assistant Program Managers (APM) are responsible for supervising and
mentoring supervisors in the State.
California Central Academy has a Field Based Trainer Program (FBT). FBTs employed
by the Regional Training Academies (RTA) work with child welfare
supervisors on an ongoing basis to provide mentoring in the day to day work
of being a supervisor as well as for professional development. FBTs attend
Supervisor Core training to provide support, and then facilitate mastery of
the competencies taught in Core. An FBT manual has been created that
describes the program, including the role of FBT in working with supervisors.
Field-Based Trainer Handbook
Field-Based Trainer Handbook Appendix
Field-Based Trainer Handbook Tools
Northern RTA has expanded its ability to coach supervisors and provide
ongoing support. Southern RTA is piloting methods to assess whether
changes in behavior in the workplace occur as a result of Manager and
Supervisor Core training. Los Angeles is also working on developing capacity
for supervisory coaching in all 18 of its regional offices.
Connecticut Connecticut offers a mentoring program for their child welfare caseworkers
and supervisors which was developed in cooperation with Fordham
University. The program pairs supervisors with high-level agency
administrators for a one-year period. During this time, mentors are expected
to meet with their mentees one to two times per month to discuss their
personal and professional development. This program allows supervisors to
shadow upper level positions that may interest them in the future. Over 200
mentees have gone through the program since its inception seven years ago.
Delaware Mentoring opportunities are available for supervisors who are interested.
2 Please note that only the States that voluntarily mentioned mentoring/coaching are included here. States were
not specifically asked about this topic.
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Georgia During Georgia’s Putting the Pieces Together pre-service training period,
each supervisor is assigned a mentor who has already been through the
training and has previous supervisory experience. Mentors are trained prior
to assuming their role. Mentoring is offered via web, phone, and/or in-person
and participants are encouraged to continue the relationship for at least six
months post training. Some mentors attend the class with the participants.
Mentors are responsible for reviewing their mentee’s skill-building activities,
and must sign off on them in order for the supervisor to receive certification.
Putting the Pieces Together Skill Building: Mentor Documentation
Georgia’s Mentor Workbook
Indiana All new supervisors have a mentor while in the New Supervisor CORE
Training. This program utilizes Skill Assessment Scales following each
training module. Supervisor mentors must complete the training provided,
and meet a certain set of criteria.
Supervisor Mentor Program for New Supervisors: Using Skill Assessment
Scales
Louisiana The Department of Social Services (DSS) and Northwestern Louisiana State
University have contracted with Marsha Salus to train the
Coaching/Mentoring Initiative. Coaches and mentors are current child
welfare staff with supervisory experience and/or retired child welfare
professionals. All coaches and mentors have been trained by Ms. Salus to
work with first line supervisors during and after attending the Mastering the
Art training. Casey Family Programs has contributed to the funding of this
initiative. Currently, Louisiana has 22 coach/mentors trained (6 of whom are
retirees). Coaches are given the opportunity to attend Mastering the Art, as
well as other supervisory trainings.
New
Hampshire New Hampshire has adapted Connecticut’s Seasoned Mentoring Model
(developed in conjunction with Fordham University). In this program, those
who have been with the agency for five or more years are matched with
mentors who have been with the program for seven or more years. Mentoring
focuses on personal needs in addition to promoting a broader goal of
teamwork and leadership. The original intent was to provide the program to
all staff; however, the State has seen the greatest benefit for supervisors. The
program is used to mentor rising stars as well, with several participants
having been promoted as a result.
Mentoring Program Description
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Oklahoma In previous years, Oklahoma offered a mentoring program for supervisors.
Mentors were available to assist with any needs of the supervisors (i.e.
guidance on procedures, advice on cases). Unfortunately, this program has
stopped due to budget limitations.
The Child Welfare Training Program publishes a Supervisor and Mentor
Guide for all child welfare staff. This resource provides useful materials for
supervisors, as well as information about navigating the State’s child welfare
training requirements.
Oregon Oregon is in their first year of a new mentor program for supervisors. At the
close of the pre-service Clinical Supervisory Training, supervisors receive an
orientation on the mentoring program. During this orientation, supervisors
will receive a list of mentors, including information about each mentor’s
location, demographics, and any specializations (supervisors interested in a
specific supervision area can then choose based on specialty). All mentors
have previous child welfare supervision experience and must attend training
on mentoring before they are able to participate in the program. Supervisors
will consult with their superiors to choose an appropriate mentor. Once a
match has been made, the goal is to have a face-to-face meeting once per
month (frequency of meeting is flexible in order to suit all supervisors’
needs). The pair will also meet with a manager on a regular basis. The
program is designed to end after one year, but PSU anticipates that some
relationships may extend informally. Participation in the program is not
required, but highly recommended; if a supervisor elects not to participate,
his/her supervisor must approve the decision. Peter Dahlin, a private
contractor from California, has been hired to provide the training for mentors.
At present, training has been offered twice. One mentee class has now
graduated and is in the matching process with mentors. Oregon’s training
partnership is tracking the implementation of this program carefully to
ensure that the program does not become burdensome for participants.
Rhode Island Upper management in DCYF has completed a Leadership Series and
Strengths Coaching training in the past. This training has produced a group
of 15 managers who have chosen supervisors from their division to coach
(usually for a three to four month period). In this scenario, the coach is out of
the supervisor’s chain of command, making the supervisors feel comfortable
being open and honest about their work. This program is currently on hiatus,
but the State hopes to revive it in Fall 2011.
Vermont A training coordinator assigned to each district discusses training needs with
supervisors on an individual basis and makes recommendations for available
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trainings, as well as provides the opportunity to review pertinent training
materials with the supervisor. The training coordinator serves as a mentor
and coach to the supervisors in his/her region.
Wisconsin Wisconsin offers a coaching and mentoring program for supervisors which
teaches them how to implement coaching and teaming in their agency
(following the Family Teaming Model). The program is run at the county
level and is designed to prepare supervisors to become a coach for their own
county.
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Meetings and Conferences
STATE Information on Meetings and Conferences for Child Welfare Supervisors
Arizona Regional leadership meetings are held on a monthly basis. This is an
opportunity for supervisors to network and discuss cases with one another.
Arizona holds an annual Supervision Conference. Each conference offers a
keynote speaker, workshops and an opportunity for networking.
Continuation of this conference may be compromised by budget-restraints in
future years.
California Counties have various opportunities for supervisors to meet together, and
these vary according to county structure and size.
Regional Training Academy (RTA) Supervisor Cores have an ongoing
cross-county collaboration element; since more than one county
participates, this creates a peer learning environment.
Bay Area Academy offers monthly facilitated consultation sessions
for some of their counties. These allow supervisors to meet together
and to share ideas and build skills. Central RTA had a similar
program, but is reorganizing it to be part of the Advanced Leadership
Development Program for Supervisors (ALDS).
Los Angeles has monthly case conferencing for Emergency Response
(ER) supervisors and monthly Coaching to Practice support groups
for Continuing Services (CS) supervisors. For ER, these are supported
and facilitated by university staff and office-based coaches. For CS,
these are supported by county training section coaches, university
staff and office-based coaches.
Colorado Supervisor networking groups are facilitated by the State’s Child Welfare
program. Groups are organized by type of supervisor (i.e. Adoption, Intake,
etc.). These meetings are held quarterly.
Connecticut Connecticut does not have any formal meetings for supervisors; however,
local offices have informal groups that meet with some regularly.
DC Supervisors in DC have an informal peer support network. The network
helps to facilitate supervisors speaking with one another for advice and
guidance on problem cases.
Delaware Supervisors are required to attend quarterly regional meetings and regular
statewide meetings which are held for each of Delaware’s Department of
Services for Children, Youth and their Families divisions. There are also
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Investigation and Treatment Workgroups that are compromised primarily of
supervisors.
The Child Protection Accountability Commission (CPAC) offers a child
welfare conference in Dover each year. The CPAC is an independent agency
made up of professionals in the field that acts as an advocate for child
welfare in Delaware. The conference hosts a number of different presenters
and emphasizes cutting edge topics in child welfare. Supervisors can elect to
attend this conference.
Florida Florida does not have a formal system for supervisors to meet with one
another on a regular basis; however, informal meetings are organized by
supervisors, and the statewide trainings and Summit serve as opportunities
to meet and network.
Florida's annual statewide Dependency Summit is an opportunity for child
welfare professionals to share best practices and continue the advancement
of child welfare practice in Florida. Approximately 2,200 professionals attend
each year. The event is structured to allow for multidisciplinary workshops,
meetings by profession and planning sessions for local child welfare
representatives. The Center for Advancement of Child Welfare Practice keeps
an online database of videos and materials from each summit.
2010 Dependency Summit Videos and Materials
Child Welfare Professional Development Training Series
Georgia A statewide meeting of all upper-level administrators is held monthly.
Supervisors attend, however the meeting is not tailored for supervisors
specifically.
Supervisor Summits are held bi-annually in Georgia. These are organized
regionally and provide an opportunity for supervisors to meet, collaborate
and receive training, if needed.
Idaho Idaho holds a two-day Supervisor Summit each summer. This is an
opportunity for supervisors statewide to convene and develop their skills in
supervising around each of the different functions of child welfare.
Scheduling of future summits will depend on the availability of funds in the
budget.
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Indiana There are annual two-day meetings held in Indianapolis that are mandatory
for supervisors. Topics are determined by supervisors and staff, and obtained
via a survey distributed using SurveyMonkey. A committee is formed to
review the survey results and make a plan for each conference.
Sample Agenda for Annual Conference
Iowa Service area supervisors meet with one another on a regular basis. Statewide
conferences have been hosted in the past, but none are scheduled at present
because of budgetary limitations.
Kansas
Supervisors meet at the annual Excellence in Supervision Conference. This
conference is held at a central location and spans two days. The Conference
hosts a nationally recognized key speaker and offers breakout training
sessions for supervisors. The Conference serves as an opportunity for
supervisors to receive training, troubleshoot cases with colleagues, and
network.
Louisiana Regional directors convene their supervisors on a monthly basis. These
meetings serve as an opportunity to discuss cases, problem solve and
provide peer support.
The Association of Social Service Supervisors was created by child welfare
supervisors in Louisiana. The association holds an annual conference. The
association is not part of DSS; however, the State supports and participates in
the annual conference.
Maine A statewide meeting for supervisors is organized every other month. This is
an opportunity for supervisors to receive updates on policy and procedures
from the State, as well as a chance to support one another.
Maryland Regional supervisor meetings are held quarterly. This is an opportunity for
supervisors to share information about policy changes, as well as informally
discuss problematic cases. Some local agencies also hold regular meetings for
their supervisors.
Massachusetts Massachusetts hosts an annual Supervisor Best Practice Forum. This meeting
typically serves as the kick-off party for the next Supervisor Professional
Development Program cohort. The meeting also provides an opportunity for
supervisors to network and discuss best practices.
Michigan The Office of Professional Development facilitates a Leader Connection
network. Child welfare supervisors have a group within the network;
however, it is not utilized regularly. CWTI is interested in developing a social
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network for supervisors, possibly in conjunction with the new Clinical
Supervision Training Series.
Minnesota Supervisor Virtual Presence Communication (VPC) meetings are held
quarterly. These meetings are enabled through the State’s telecommunication
system which is organized by the State Quality Assurance Program. These
meetings serve as an opportunity to discuss emerging practice issues and
statute and rule changes.
Missouri Missouri organizes regional meetings for their supervisors. These meetings
serve as an opportunity to problem-solve and network. A Supervisor
Conference was held in previous years, but budget restraints have since put
these on hold.
New
Hampshire
New Hampshire’s Division for Children, Youth and Families hosts an annual
one-day conference. Typically, workshops for supervisors are held during
this conference. Several other conferences available to supervisors include the
Attorney General’s Conference, Casey Family Services Diversity Conference
and the Substance Abuse Conference.
In April 2011, district office supervisors began meeting to provide peer-to-
peer support. Meetings will be held quarterly and topics for each will be
decided upon at the beginning of the year. The meetings are facilitated by
one of the participants. Assistant supervisors will also meet quarterly in the
same capacity. These meetings will be facilitated by a field administrator.
The Child Protection Field Administrator and Agency Director meet once
monthly with supervisors across the State for a Leadership Meeting. Though
not intended to be a training forum, this meeting sometimes serves as one.
This is also an opportunity to update supervisors on changes to protocol and
procedure, as well as to plan for upcoming trainings.
The Organizational Learning Council is a statewide group that works with
DCYF training contractors, community providers/stakeholders, youth and
parents, and a few supervisors, to advise on the training needs of supervisors
and staff. The council is comprised of five subgroups: technology, training
evaluations, curriculum development, trainers and needs assessments.
Quarterly meetings are held.
New York OCFS Regional Offices convene regular meetings for supervisors to discuss
issues, identify needs and share innovations across the districts. As part of
the Regional Office’s Northeast and Caribbean Child Welfare
Implementation Center project, a peer network was piloted with supervisors
of family assessment response (FAR) units. Additional peer networks for all
levels of supervisors are planned for the future, as is a coaching program for
supervisors. OCFS also supports a training and coaching project in 14
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districts on delivering casework through a Teaming model. Supervisors
receive training on using group supervision.
North Carolina A Child Welfare Advisory Committee was formed while North Carolina was
working on its Program Improvement Plan. The group worked with the
National Child Welfare Resource Center for Organizational Improvement
and the National Resource Center for Child Welfare Data and Technology to
complete a supervision strategic plan. This committee continues to serve as
an advisor to the State and reports information related to supervision
practices and training from the field.
Monthly conference calls are held by division staff to update workers on
changes in policy, as well as to hold discussions on current hot topics. Often
experts are used for the calls. The calls typically last 1 ½ hours and many
supervisors participate. Recent call topics included cultural competency,
family finding, and improving educational outcomes. North Carolina will
soon switch these calls over to a webinar format.
North Dakota Statewide supervisor meetings are held on a quarterly basis. During these
meetings, supervisors work with the Training Center Director to discuss
training areas they would like to focus on in the future. The Training Center
often provides a training opportunity at one of the four meetings each year.
Regional supervisors also meet with one another on a regular basis. These
meetings include regional supervisors, caseworker supervisors, and
caseworkers. Regional trainings often take place at these meetings.
Additionally, the meetings provide an opportunity for sharing policy
updates and troubleshooting.
A Core Supervisory Group was formed following the creation of North
Dakota’s Program Improvement Plan. The group is primarily made up of
supervisors, but also includes county directors, state office administrators
and frontline staff. One of the goals of this group is to strengthen the
supervisory model in the State.
Recently, there has been discussion around creating a formal supervision
network in the State. Because the State is small and has very little staff
turnover, it is a good candidate for such a program. No initiatives have been
introduced as of yet, but discussions continue.
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Ohio The Annual Public Child Welfare Association of Ohio (PCSAO) Conference is
available to all supervisors and managers, as well as other child welfare staff.
The conference provides workshops, trainings and networking opportunities.
OCWTP is considering hosting a Supervisor Reception at the 2011 conference
to recognize supervisors and the important role they play in the child welfare
system.
For the past four to five years, two regions in Ohio have offered annual
conferences for their supervisors. These conferences are designed primarily
for supervisors within the training region; however, supervisors from other
regions may attend.
OCWTP has a Supervisor CORE work team whose primary responsibility
has been to provide consultation regarding the Supervisor CORE curriculum.
Currently, this group is focused on better understanding the needs of Ohio’s
child welfare supervisors. To help accomplish this goal, the group has added
nine active supervisors from around the State to provide information on
issues that need training attention, as well as provide ideas for better
supervisory supports.
Oklahoma Oklahoma uses Case Consultation Groups to provide supervisors with a
support system around difficult cases. Each group includes approximately
ten supervisors and is led by someone with strong child welfare clinical
experience. The leader is not associated with DHHS, so as to allow
supervisors to speak confidentially and comfortably in each group. There are
14 groups around the State and each meet on a quarterly basis. During the
meetings, supervisors discuss challenging cases and provide feedback and
suggestions to one another. Oklahoma also organizes monthly area
supervisory meetings. Area liaisons attend these meetings as well. The
meetings serve as an opportunity for problem solving and networking.
Oklahoma offers a supervisory conference each year. Supervisors from across
the State attend and each meeting offers a keynote speaker. This conference
helps to boost morale and provide support to supervisors.
Oregon A two-day Statewide Supervisory Conference was hosted by Oregon’s DHS
this year, which they hope to continue in subsequent years. Several
partnership trainers attended and provided trainings on various topics. Prior
to the conference, a survey was disseminated to collect information on topics
supervisors were interested in discussing.
Quarterly meetings are held in five different locations for supervisors.
Quarterlies are mandatory for supervisors and are periodically combined
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with the child welfare managers’ meeting. Historically, meetings have been
administrative in nature; however, the partnership is now working to
develop a training component for each meeting. These trainings are being
designed to build on the pre-service supervisory training.
The partnership’s Supervisory Instructor, Dan Garris, attends some of the
quarterly meetings to gather input on the training needs of supervisors. The
partnership works hard to create a relationship with supervisors in order to
encourage open communication between the two. Supervisors are polled at
the end of the pre-service training to gather information about additional
training needs.
Pennsylvania Supervisors hold quarterly practice sessions to discuss new initiatives,
brainstorm, share resources and network. These are held at six to eight
locations around the State. Supervisors are surveyed prior to the meetings to
ensure that the session addresses their training needs.
Rhode Island Supervisors meet with their regional directors on a weekly basis. Currently,
there are no formal statewide meetings among supervisors. During the
development of the CORE curriculum, supervisory forums of approximately
40 supervisors were held bi-weekly. These meetings served as an
opportunity for supervisors to speak with one another and share
ideas/concerns with the regional directors. Supervisors valued this time and
the State hopes that adding the Learning Labs component to CORE will bring
supervisors together in a similar manner again. Also, as a result of the State’s
size, supervisors often see each other in informal settings (i.e. committee
meetings within the child welfare field).
Vermont There are several opportunities for supervisors to meet with one another in
Vermont. Supervisors meet bi-monthly at the state level and then with
division leadership staff in the off months. These meetings are modeled
around the learning circles approach. Supervisors decide on topics prior to
each of these meetings. District and Intake/Investigation Unit supervisors
also meet with each other on a regular basis. Additionally, reflective
supervision groups have formed and meet on a regular basis. These meetings
serve as an opportunity to reflect on one’s practice and learn from one
another. One of the goals of the strategic plan is to evaluate whether this
supervisory support system is meeting needs, or if it should be updated.
Virginia The five Department of Social Services Regional Offices coordinate regular
meetings for supervisors (both monthly and quarterly). This provides
supervisors with an opportunity to share updates on policy issues and
initiatives, as well as speak with one another on a regular basis.
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Washington Management meetings of regional administrators, area administrators and
supervisors are held regularly. This is an opportunity for supervisors to
network with one another.
Wisconsin Regional supervisory meetings are held monthly or bimonthly. There is a
Supervisor Peer Network organized in the Northeast region of the state,
which typically meets before or after the regional meeting. This is an
informal meeting which focuses on discussion of supervision topics and
problem solving.
Wisconsin also maintains a steering committee in each of the regions that is
made up of managers and supervisors. Their purpose is to evaluate
frequency of current trainings as well as identify and discuss training needs.
When a new training need is identified, regional training partnerships will
make a proposal to the State. The committee has found that many of the
training needs identified at the regional level are also needed at the state
level.
Wyoming Wyoming offers quarterly statewide meetings for supervisors. These
meetings consist of two half-days. The first day covers more general topics
and usually has a training component. The second day is specific to different
supervision areas, e.g. all Child Protective Services supervisors will come
together to brainstorm, problem solve and network.
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Resources for Supervisors
STATE State Resources for Child Welfare Supervisors
Arizona Arizona has recently developed a Retention Toolkit for Supervisors, and
recently updated their Field Training Manual for Supervisors.
California Southern Regional Training Academy developed a Transfer of Learning Tool
to assist supervisors in helping their new child welfare workers following
completion of their Core training.
Florida Florida’s Center for the Advancement of Child Welfare Practice maintains a
website of resources for child welfare supervisors.
Center for the Advancement of Child Welfare Practice's Supervisor Resources
Website
Georgia Georgia provides a Supervision Manual which explains the steps necessary to
obtain the Supervisor certification, as well as information about all required
trainings.
Supervisor Certification & Training Manual
Idaho Idaho offers an online newsletter for supervisors called, Ideals in Practice.
The newsletter provides links to useful articles, information about
supervision-specific topics, as well as discussion questions for supervisors to
use with their staff.
October 2010 - Supervision Newsletter
June 2009 - Supervision Newsletter
Idaho also plans to create a Supervisor Resource section on their statewide
shared drive.
Iowa The Improving Recruitment and Retention in Public Child Welfare Project
developed the Supervisor Developmental Planning and Support Toolkit, a set
of tools and templates which help child welfare supervisors create their own
formal child welfare supervision program. The toolkit includes the following:
Worker competencies and task analyses provide a framework for
supervisors to assess workers' individual educational needs across
five domains (Human Relations, Case Practice, Clinical Practice,
Managing Stress/Safety and Adapting to Change).
Individual and unit development plans help supervisors find
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additional resources for worker education within the team and to
decide whether to address education needs through individual or
group methods.
The Developmental Planning and Support tool explains Iowa’s
Developmental Model of Supervision explicitly; describing
characteristic worker behaviors along a continuum (Trainee-Novice-
Professional-Advanced Professional) and suggesting supervisory
strategies for developing workers.
The Supervision Manual provides formats for reflective questions,
various types of group supervision, including brief case presentation
and focused supervision, and live observation, and a template for
creating effective in-service programs.
Additionally, the curriculum manual contains a flowchart for assessing
worker underperformance or impairment, staff activities around diversity, a
brief worker self-assessment for secondary trauma, a workshop for assessing
learning styles, and tools for case management with substance affected
families. Trainings are led by subject matter experts and state staff.
New York New York's Office of Children and Family Services (OCFS) has developed a
Guide to Common CORE Practice Manual to help supervisors prepare their
caseworkers for the job and to assist them in overseeing the caseworker’s pre-
service training. The State also provides a Supervisors’ Guide to Assessing
Practice, which teaches supervisors how to improve casework practice by
providing better feedback to their caseworkers.
North Carolina North Carolina, in collaboration with the Jordan Institute, publishes several
newsletters for their child welfare staff and supervisors:
Fostering Perspectives: provides insightful articles, poetry, and information
for and by foster and adoptive families. A special section called "Kids' Pages"
displays the talents of North Carolina's foster children. Fostering Perspectives
is published twice a year.
Children's Services Practice Notes: provides information on current
research, recommended practices, and initiatives for child welfare workers in
North Carolina. This is published four times a year.
Sample Practice Notes Newsletter
Training Matters: provides information on the training offered by the N.C.
Division of Social Services for North Carolina's child welfare professionals.
Training Matters is published four times a year.
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Sample Training Matters Newsletter
MRS!: provides key information to county departments of social services as
they put into practice the strategies and principles of the Multiple Response
System (MRS), North Carolina’s ongoing child welfare system reform effort.
The MRS! is published quarterly.
Some supervisors will use the Children’s Service Practice Notes newsletter to
train their staff.
Ohio OCWTP completed a survey in 2010 regarding supervisors’ interest in
receiving a newsletter specific to supervision. Having received a positive
response, OCWTP began offering the newsletter in February 2011. The
newsletter includes a section on transfer of learning on a specific topic, a
spotlight on promising practices, and recognition of a supervisor who has
been doing outstanding work.
Ohio also maintains a website which provides resources and activities to help
prepare new supervisors.
Supervisor Readiness Resources & Activities
Oregon Oregon’s training partnership maintains a Supervisory Resource Website.
Orientation to the website is provided during the pre-service training.
Information, resources, and tools are shared on the website. Additionally,
supervisors can track their supervisee’s training attendance on the website.
The training partnership has also developed an Activity Guide for
supervisors to use with their workers.
Washington The State provides a Supervisor Academy Resource Manual which gives an
overview of the training topics, as well as useful information for supervisors
as they settle in to their new roles. Washington plans to revise the Supervisor
Academy materials and curriculum. This will be completed once funding is
available to do so.
Supervisor Academy Welcome Packet
Sample Session Outline for Supervisor Academy
Wyoming Wyoming’s Program Improvement Plan group is working to update the
State’s manual for supervisors as the current manual is out-of-date.
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III. Supervisor Training and Support by State
Through the Supervisor Training Project, NRCOI Staff collected a great deal of
information regarding what States have in place to train and support their child welfare
supervisors. In addition to the preceding information organized by topic area, summaries have
been created for each of the 33 participating States. All the information they shared with the
NRCOI is included in these summaries. Select a State from the list below to go directly to its
summary.
STATE PAGE STATE PAGE
Alaska 79 Michigan 128
Arizona 81 Minnesota 131
California 84 Missouri 133
Colorado 90 New Hampshire 135
Connecticut 93 New York 138
Delaware 95 North Carolina 142
District of Columbia 97 North Dakota 145
Florida 99 Ohio 147
Georgia 102 Oklahoma 150
Idaho 106 Oregon 153
Indiana 109 Pennsylvania 156
Iowa 113 Rhode Island 159
Kansas 116 Vermont 163
Louisiana 118 Virginia 166
Maine 121 Washington 168
Maryland 123 Wisconsin 170
Massachusetts 125 Wyoming 172
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Alaska
Interview with Tammy Sandoval, Director of Family & Youth Services Training Academy
[email protected] • 907-786-6731
January 19, 2011
Supervisor Requirements
In order to become a supervisor in Alaska, one must have a minimum of three years experience
as a child welfare caseworker. There are currently no ongoing requirements.
Pre-service Training
In the beginning of 2010, it became mandatory for all new supervisors to complete Alaska’s
Supervisory Training Parts I & II. At that time, all supervisors, regardless of tenure, were
required to attend the training. The training is now being offered once annually to new
supervisors. It is child welfare specific and was adapted from the Butler Institute’s curriculum,
Putting the Pieces Together and Michigan State University’s workbook series, Staff Retention in
Child and Family Services. Part I consists of two modules and is trained over three days; Part II
consists of two modules and is trained over two and a half days. The Director of the Training
Academy co-trains this curriculum with a staff trainer in Anchorage.
Supervisor Training Parts I & II Summary
Supervisor Training: Putting the Pieces Together
Ongoing Training
A five-day general supervisory training is also available for supervisors. This training is not
child welfare specific, but covers many of the administrative skills, i.e. payroll, hiring, time
sheets, etc. Additionally, ongoing trainings are offered on an as-needed basis. Recently,
trainings have been designed to address Alaska’s Program Improvement Plan.
Professional Development
There is no formal system for completing training needs assessments in Alaska; however, the
Office of Children’s Services did complete a statewide training survey of all child welfare staff
one year ago.
Partnerships
Alaska plans to strengthen relationships between the Training Academy and the University of
Alaska, as well as include tribal partners in future trainings. Tribal partners will attend the
Supervisory Training the next time it is offered.
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Additional Information
A strategic plan for supervisors was developed for Alaska with the help of the National Child
Welfare Resource Center for Organizational Improvement. The plan has not been implemented
yet; however, the State intends to refocus efforts on implementation after completion of their
PIP.
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Arizona
Interview with Holli Sanger, Training Supervisor for Child Protective Services
[email protected] • 602-771-3287
February 1, 2011
Supervisor Requirements
In order to become a supervisor in Arizona, one must hold a Bachelor’s degree, preferably in
child welfare or a related field. Supervisors must also have previous experience in child welfare;
the required number of years varies. After assuming the new position, all supervisors must
complete a minimum of 24 hours of continuing education/training per year.
Pre-service Training
Arizona conducts a pre-service Supervisor Core training for all new supervisors. This training is
mandatory and must be completed within one year of assuming the position as supervisor. All
Supervisor Core courses are competency-based. The first section of core consists of four level-
one courses, trained every two months by Arizona State University. Each course is two days
and trained in the classroom:
1. Supervision 411: A basic introduction to supervision
2. Electronic Information Systems: Teaches the SACWIS system and Dashboard
3. Legal and Policy for Supervisors
4. Supervising the Child Safety Assessment and Strength and Risk Assessment and Case
Plan Process: This course addresses clinical supervision of the automated process that
helps workers complete a comprehensive assessment of families.
The second section of core consists of four advanced-level courses, co-trained every six months
by the Child Welfare Training Institute’s (CWTI) Supervisor Training Coordinator and an
Assistant Program Manager (APM). APMs are responsible for supervising and mentoring
supervisors in the State. Each course is two days and trained in the classroom. The first three of
these courses were adapted from Colorado’s “Putting the Pieces Together” supervision training:
1. Administrative Supervision
2. Educational Supervision
3. Supportive Supervision
4. Clinical Supervision in Child Welfare: The curriculum for this course was created
through ASU’s project, Strengths Based Supervision, A Child Welfare Supervision
Training Project.
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Following completion of core training, CWTI staff is available (by request) to travel to regions
and assist supervisors with application of the training materials. Additionally, a Supervisor
Core Advisory Committee meets several times annually to discuss potential training topics
needed by supervisors.
Additionally, the Department of Economic Security (the umbrella organization for the
Department of Children, Youth and Families), requires that all DES supervisors complete 11
online courses. These courses are not child welfare specific. CWTI has begun reviewing DES
curricula to ensure that materials are not being repeated in CWTI’s trainings. The DES trainings
are theoretical in nature, while Supervisor Core is focused on the application of skills specific to
child welfare supervision.
Ongoing Training
Arizona has recently begun a new program for supervisors and APMs based on the medical
model, Grand Rounds (i.e. presenting a problem case to doctors/interns and then discussing
diagnosis and treatment). In Arizona’s model, a content expert is brought in to present a specific
teaching point (e.g. Safety Planning, Behavioral Case Planning). After 45 minutes of training on
the topic, a difficult case is presented, and participants are asked to discuss and analyze the
case. Application of the teaching point is emphasized and discussion points are provided to
help facilitate conversation. In the future, Arizona plans to create a follow-up activity for
participants, in order to help with the transfer of learning. This training is mandatory for all
supervisors and APMs and is held regionally. Each grand round is 3 hours in length and is
conducted in the classroom. Thus far, Arizona has used content experts from some of the T/TA
Network resource centers.
Additionally, the State is currently working with Arizona State University to create an
Advanced Training Academy. The purpose of this academy is to provide more ongoing and
advanced training opportunities for supervisors and APMs.
Professional Development
Numerous courses are available through CWTI to all child welfare workers, though none
currently are specific to supervision. Many of these courses are available online. IV-E funding is
available for those interested in pursuing a Master’s degree in social work. Arizona is currently
considering the possibility of adding a part-time MSW program.
Arizona holds an annual Supervision Conference. Each conference offers a keynote speaker,
workshops and an opportunity for networking. Continuation of this conference may be
compromised by budget-restraints in future years.
Training needs assessments are sent to all child welfare workers on an annual basis. Results are
consulted when considering the development of new trainings. Additionally, professional
development plans are used as part of the performance evaluation process.
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Supervisor Supports
Arizona has recently developed a Retention Toolkit for Supervisors, and recently updated their
Field Training Manual for Supervisors.
Regional leadership meetings are held on a monthly basis. This is an opportunity for
supervisors to network and discuss cases with one another.
Partnerships
Arizona has partnered with both Arizona State University and Casey Family Services regarding
training for supervisors.
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California
Interview with Christine Mattos, Training Support Manager, California Department of Social
Services
[email protected] • 916-651-6076
Judy Rutan, Transfer of Learning / Leadership Specialist, Central California Training
Academy
[email protected] • 559-294-9771
Nancy Kail, Training and Curriculum Specialist, Public Child Welfare Training Academy
[email protected] • 619-594-7106 and
Elizabeth Newby, Training Unit Analyst, California Department of Social Services
[email protected] • 916-651-6207
July 21, 2011
California’s county-administered child welfare system utilizes a State-coordinated regional
approach to training. The California Department of Social Services (CDSS) contracts with four
university-based Regional Training Academies (RTAs) across the State (Northern, Central,
Southern, and Bay Area). Los Angeles County contracts with the Inter-University Consortium
(IUC) within Los Angeles to provide training for child welfare staff and managers.
Supervisor Requirements
Requirements for education and experience are determined by the counties. State regulations
require that 100% of supervisors in Emergency Response and Family Maintenance programs
possess an MSW or equivalent degree, and that other staff in those program areas possess a
BSW or equivalent degree. Supervisors’ education level varies from region to region, with rural
regions experiencing more difficulty in recruiting MSW-educated staff.
There are no licensure requirements for child welfare supervisors. State training regulations
require that all supervisors complete the Supervisor Core within the first 12 months of
assuming their supervisory position, and 40 training hours every two years following that 12
month period.
Pre-service Training
All supervisors must complete the Supervisor Core Curriculum within 12 months of assuming a
supervisory position. This training is child welfare specific; though some counties now request
that supervisors in other program areas also attend the training (e.g. eligibility staff, other
human services staff). The statewide Supervisor Core content is systematically updated and
publicly available.
Each Regional Training Academy and the Inter-University Consortium provide this training,
tailoring and supplementing it to meet their regional needs. Information and topics from the
regions are available here:
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Northern RTA
Bay Area RTA
Central RTA
Southern RTA
The written curriculum for Los Angeles/IUC is available by request:
http://iuc.sppsr.ucla.edu/iucmain/. This 15-day Supervisor Core training program meets the
requirements of the California Supervisor Core. Curriculum modules include:
Managing within a Child and Family Service System: Leadership, Administration
and Performance Improvement and Fiscal Essentials (2 days)
Child Welfare Policy and Practice for Supervisors and Applying Evidence Based
Practice in the Unit (1 day)
Managing Work through Other People: Educational and Supportive Supervision (3
days)
Developing Teams and Managing Performance (2 days)
Structured Decision Making (SDM) Implementation in the Unit to Achieve Outcome
Measures and Outcome-Based Management (1 day)
Casework Supervision (2 days)
SDM Case Review Tool Training for supervisors: Monitoring SDM in the Unit (1
day)
Personnel Issues and Performance Evaluations (2 days)
Transfer of Learning: The Supervisor’s Role in Developing Staff (1 day)
The various RTA/IUC curricula provide information on administrative and managerial skills,
including progressive discipline and how to work with your own manager, stakeholders and
employees. Counties may provide training specific to these topics as well. The Supervisor Core
and various RTA/IUC curricula also cover clinical and casework supervision skills, including a
process by which supervisors identify what should be monitored and how to monitor worker
performance and outcomes. All curricula have learning objectives and are linked to
competencies.
The number of hours and days of training varies by region. Generally, the training is offered in
the classroom, though some regions provide virtual content and support as well. Trainings are
available at multiple locations around the State and within each region. Each region determines
the best site for delivery of training based on their counties’ needs. A combination of university
staff and contracted trainers are used to train Supervisor Core.
Ongoing Training
Each region offers a comprehensive array of ongoing and advanced training for supervisors.
Generally, specific ongoing training topics for supervisors are not required, although counties
may require specific trainings as needed. Needs assessments are conducted regionally, and
RTAs/IUC use these to meet their unique needs. RTAs/IUC and counties also add trainings for
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supervisors as needed to reflect new legislation or other changes in practice. Below are
examples of ongoing and advanced trainings.
Central RTA:
Advanced Leadership Development Program for Supervisors (ALDS Program) is an 11-month
program offered to all county supervisors. Both classroom training and Transfer of Learning
Lab are included. Supervisors and their managers participate in order to foster management
support of supervisor learning. This program also includes a seminar called “So you think you
want to be a manager” for those interested in possibly advancing to a management position.
Examples of additional ongoing courses available include:
Data & Outcomes
Outcomes & Accountability
SDM Structured Decision Making (safety and risk assessment tool)
Supervisory Strategies to Support Workplace and Time Management Effectiveness
Supervisory Support for Effective Case Consultation
SafeMeasures™ (data management tool)
Southern RTA:
The Manager Core Curriculum is offered to supervisors who may be interested in a
management position. Examples of additional ongoing courses available include (website):
Advanced Skills for Supervisors: Performance Issues
Advanced Skills for Supervisors: The Rest of the Story (Supervisory "Comeback"
Day)
Advanced SDM for Supervisors
Data 101: Measuring Outcomes in Child Welfare
Division 31 Regulations: The Reason Behind the Rules
Effective Project Management
Executive Child Welfare Services Management Practice
Facilitating Change and Overcoming Resistance Using Motivational Interviewing
Techniques
Handling Difficult Communications
Implementing Concurrent Planning: Advanced Training for Supervisors and
Managers
Making Meetings Work for You
Managing for Results
Management Transition Training: Together Everyone Achieves Milestones
Pre-Supervisory Appointment: A One-Day Training Experience for Prospective
Supervisors
Strength-Based Supervision: A Tool for Retaining Competent Staff
Supervising, Coaching and Accountability (County Specific)
Supervising a Multi-Generational Workforce
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Teaching Time Management: A Workshop for Supervisors
The Art of Mentoring
The Politics of Being a Manager
The Worker-Supervisor Formula for Applying Learning in the Field (TOL)
Northern RTA:
New Tools for Supervisor Excellence is a comprehensive professional development program
designed to provide support, skill building and networking opportunities for supervisors in
child welfare. This program builds on a research, development and implementation model that
supports leadership development in child welfare. Central to the program are the best-practice
approaches that have proven to support supervisors in their daily work. Examples of additional
courses available include:
Master Series for Supervisory Excellence
Advanced Analytics and “Data Slams”
So you want to be a Supervisor
Ongoing coaching for supervisors and county leaders
LA/IUC:
This past year, mandatory ongoing supervisor training has focused on case coaching, case
conferencing and enhanced skills-based training related to a recent court settlement. Modules
include Strengths/Needs Practice (1-day), Engagement (1-day), and Teaming (1-day).
Supervisors that have also been designated as office coaches attend Coaching for Child Welfare
Professionals (3-days) and either Connecting Coaching to the Work (for continuing services
supervisors) or Coaching towards ER Best Practice (for emergency response supervisors).
Examples of additional courses available include:
Domestic Violence Assessments
Secondary Trauma, Grief and Loss
SDM Refresher
Supporting Lesbian, Gay, Bisexual, Transgendered and Questioning Youth
Professional Development
Numerous training and professional development opportunities are offered by the counties and
RTAs/IUC of California. Generally, professional development opportunities are aimed at
supporting supervisors in applying the skills they learn in Core and ongoing training. Training
materials are typically available and can be shared by the regions. Following are several
examples:
Central Academy has a Field Based Trainer Program (FBT). FBTs employed by the RTA
work with child welfare supervisors on an ongoing basis to provide mentoring in the
day to day work of being a supervisor as well as for professional development. FBTs
attend Supervisor Core training to provide support, and then facilitate mastery of the
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competencies taught in Core. An FBT manual has been created that describes the
program, including the role of FBT in working with supervisors. FBT is also being
explored by other regions.
Field-Based Trainer Handbook
Field-Based Trainer Handbook Appendix
Field-Based Trainer Handbook Tools
Central RTA also has the SPIN Project. SPIN USA is based out of Massachusetts, and
has created a program to assist supervisors in skill development. Unit meetings and
individual supervision sessions are videotaped, and certified SPIN instructors provide
six to eight months of ongoing coaching and guidance to improve supervisory practice
skills.
Southern RTA is developing two eLearning modules for supervisors in fiscal year 11/12.
Bay Area RTA offers quarterly transfer of learning (TOL) sessions for supervisors who
have completed Supervisor Core. These sessions, facilitated by a Supervisor Core
trainer, provide ongoing support for applying skills learned during the Core training.
Northern RTA offers New Tools for Supervisor Excellence (discussed in the Ongoing
Training section).
At the State level, the California’s Outcomes and Accountability System systematically
examines outcomes and identifies strategies (including training) to address needs. The
RTAs/IUC participate in this process with the counties and the California Department of Social
Services (CDSS), and regional and statewide training needs are systematically identified for
supervisors as well as other staff.
At the county level, supervisors’ training needs are assessed on an ongoing basis by their
managers, utilizing performance evaluation processes that are unique to each county.
Individual needs assessments are used to guide supervisors in choosing which training they
will complete as part of their ongoing training requirements. The RTAs/IUC assist with this by
teaching about the importance for ongoing training as part of supervisor and manager core.
Additional supports are also provided. Central RTA’s FBT program, for example, provides
support for supervisors to develop action plans with their managers for training and
professional development.
The use of formal professional development plans varies by county.
Supervisor Supports and Partnerships
Counties have various opportunities for supervisors to meet together, and these vary according
to county structure and size.
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RTA Supervisor Cores have an ongoing cross-county collaboration element; since more
than one county participates, this creates a peer learning environment.
Bay Area Academy offers monthly facilitated consultation sessions for some of their
counties. These allow supervisors to meet together and to share ideas and build skills.
Central RTA had a similar program, but is reorganizing it to be part of the Advanced
Leadership Development Program for Supervisors (ALDS).
Los Angeles has monthly case conferencing for Emergency Response (ER) supervisors
and monthly Coaching to Practice support groups for Continuing Services (CS)
supervisors. For ER, these are supported and facilitated by university staff and office-
based coaches. For CS, these are supported by county training section coaches,
university staff and office-based coaches.
Southern RTA developed a Transfer of Learning Tool to assist supervisors in helping their new
child welfare workers following completion of their Core training.
As noted above, California’s statewide training system consists of multiple regional and
statewide university partnerships. The Resource Center for Family-Focused Practice (RCFFP) at
the University of California, Davis also provides specialized training for county staff, including
supervisors. California Department of Social Services (CDSS), California Social Work Education
Center (CalSWEC), and the RTAs/IUC also work with several foundations on an ongoing basis.
Additional Information
The statewide training system is generally working to expand its ability to build skills of
supervisors to reinforce learning for their assigned staff, via field training and casework
supervision. Central RTA continues to deliver its FBT model to supervisors, and Northern RTA
has expanded its ability to coach supervisors and provide ongoing support. Southern RTA is
piloting methods to assess whether changes in behavior in the workplace occur as a result of
Manager and Supervisor Core training. Los Angeles is also working on developing capacity for
supervisory coaching in all 18 of its regional offices.
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Colorado
Interview with Art Atwell, Director, Workforce Development Services, Colorado DHS
[email protected] • 303-866-7172
January 19, 2011
Supervisor Requirements
To become a supervisor in Colorado, one must have a Bachelor’s Degree in one of the human
behavioral sciences and three years of previous experience in child welfare. Applicants with a
Master’s degree need only two years of prior experience. All supervisors must be certified by
the Training Academy. Certification is awarded when all hiring requirements have been met
and pre-service training has been completed.
All supervisors must complete a minimum of 40 hours of in-service training each year. A
minimum of 16 of the required training hours must be supervision-specific.
Pre-service Training
Colorado requires that all supervisors complete the Supervisor CORE training prior to
assuming their duties. The training begins with three days of classroom instruction, followed by
four weeks of on-the-job training. Once all OTJ activities have been completed, supervisors
return to the classroom for seven additional days of training. Regional training specialists meet
with participants and their supervisors three times throughout the training (pre-training,
midway, and post-training for assessment). These meetings are an opportunity to ask questions,
receive guidance, and discuss future goals and training needs. Pre and post tests are
administered to all participants.
Ongoing Training
The Colorado Child Welfare Training Academy (CWTA) contracts with the Butler Institute for
Families to provide the following courses for supervisors:
Creating Communities of Practice: This non-traditional training is designed to give
supervisors a chance to build a community of practice among their fellow workers and
(1) learn the latest best-practice approaches, (2) apply the techniques to their practice,
and (3) build an enduring circle of talented and skilled supervisors to call on. Each
session will begin with a presentation of concrete information on the day’s main topic.
Then through the use of the “World Cafe”, supervisors will discuss and brainstorm how
to best put it to immediate use back in the office. Additionally, using the “Learning
Circles” technique, supervisors will build a community of practice which will follow
supervisors back to the field.
Back to Basics: A Refresher for Seasoned Supervisors: This training is designed to
examine the concepts learned back in Supervisor Core Training - and then give
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supervisors the opportunity to apply them to their real-life job experiences. During the
training, they will be relating skills and concepts to their current practice.
Compassion Fatigue – Supervisor’s Training for Coping: This training will provide
important knowledge and skills for you to help you and your caseworkers manage
burnout and trauma in order to help avoid the very real compassion fatigue experienced
in this profession.
Leading from 2 Steps Behind: This two-day skills based training will guide you through
applying Solution-Focused & Motivational Interviewing elements in supervision so that
you can focus on improvement and best practice. You will have the opportunity to learn
and practice various techniques that will enable you to work collaboratively with your
staff on both cases and practical issues.
Leading Positive Change: Like waves on the sand – change constantly floods child
welfare. Lead your workforce through the tidal shifts of policy and practice. Understand
your own reaction to change. Recognize why you and your staff may be immune to
change. Appreciate the dynamics and stages of change. Develop coping strategies for
you and your workers.
AFCAR’s Improvement Plan for Supervisors
Leading the Way for Child Protection
Worker Safety: Enhancing Safety through Supervision
Enhancing Worker Development through Supervision
These courses are taught by contracted providers, university staff, or private/non-profit agency
staff. All courses are designed using Ohio’s Institute for Human Services’ CORE competencies.
Colorado is in the process of creating pre and post tests for all courses and trainings.
CWTA, in conjunction with the Butler Institute for Families, is in the process of developing
several new courses for supervisors, including: Using Solution-Focused and Motivational
Interviewing; Reflective Case Consultation and Clinical Supervision; and Strength-Based
Supervision.
Professional Development
Colorado will be implementing the National Child Welfare Workforce Institute’s Leadership
Academy for Supervisors in 2011. The State has also partnered with Metropolitan State College
and University of Denver to offer a Master’s degree in social work for caseworkers and
supervisors.
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Supervisor Supports
Supervisor networking groups are facilitated by the State’s Child Welfare program. Groups are
organized by type of supervisor (i.e. Adoption, Intake, etc.). These meetings are held quarterly.
Colorado does not use training needs assessments; however, they have a Training Evaluation
Task Force which is responsible for reviewing the relevancy and frequency of all trainings.
Several supervisors are members of the task force.
Partnerships
Colorado partners with the American Humane Association to provide supervisor pre-service
training and with the Butler Institute to provide all in-service supervision courses.
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Connecticut
Interview with Jodi Hill-Lilly, Director, Department of Children and Families Training
Academy
[email protected] • 303-866-7172
January 11, 2011
Supervisor Requirements
In order to become a supervisor in Connecticut, one must pass a written exam which evaluates
the candidate’s experience. Connecticut prefers that all supervisors have two-three years of
previous experience and hold a Master’s degree in social work or a related field. After assuming
the position, all supervisors must complete a minimum of 30 hours of in-service training each
year.
Pre-service Training
Connecticut uses a modified version of Marsha Salus’ pre-service training curriculum that
they’ve tailored to be specific to child welfare within their State. This training for supervisors is
based on Kadushin’s model of social work supervision. Supervisors are required to complete
this training within 12 months of assuming their position. This training is typically offered two-
three times per year, though availability is dependent on the annual budget. Currently, the
training is classroom-based. The Training Academy hopes to provide online access to the
training in the future.
Ongoing Training
The Training Academy offers Advanced Supervisory Courses. These courses are competency-
based and can be taken to satisfy a supervisor’s annual training requirement.
Professional Development
Connecticut offers an internship program for qualified child welfare workers who are interested
in pursuing a degree. The Master of Social Work Field Education Program allows supervisors to
complete their field placement at their current agency, rather than having to travel to a new
location. Supervisors are assigned a consultant who oversees their fieldwork and helps to
develop the supervisor’s clinical skills using cases already present in his/her agency.
Supervisor Supports
Connecticut offers a mentoring program for their child welfare caseworkers and supervisors,
which was developed in cooperation with Fordham University. The program pairs supervisors
with high-level agency administrators for a one-year period. During this time, mentors are
expected to meet with their mentees one to two times per month to discuss their personal and
professional development. This program allows supervisors to shadow upper level positions
that may interest them in the future. Over 200 mentees have gone through the program since its
inception seven years ago.
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Connecticut does not have any formal meetings for supervisors; however, local offices have
informal groups that meet regularly.
Partnerships
Connecticut has partnered with the following entities regarding training for supervisors:
Fordham University; University of Connecticut; South Carolina State University; and the Child
Welfare Strategy Group.
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Delaware
Interview with Robert Challenger, Team Leader, Professional Development Center
[email protected] • 302-633-2550
January 21, 2011
Supervisor Requirements
Delaware does not have state mandated requirements for child welfare supervisors. Delaware’s
Department of Services for Children, Youth and their Families (DSCYF) is comprised of three
divisions and each department makes hiring decisions independently:
Division of Family Services: child protection, adoption, foster care, child care licensing
Division of Youth Rehabilitative Services: juvenile justice
Division of Prevention and Behavioral Health Services: child mental health, substance
abuse, prevention and early intervention services.
Pre-service Training
Delaware has elected not to use supervisory training geared toward any one specific discipline,
and requires that all DSCYF supervisors complete the same Supervisor Training Program. The
Supervisor Training Program is competency-based and includes eight required courses and six
optional courses, which are recommended for those moving from direct service to supervision.
The courses are trained by the Office of Management and Budget Human Resource
Management Training Unit:
Required courses:
HR Basics (online)
Diversity – Food for thought (1/2 day)
Genuine Leadership: The Basic Principles of Leadership: Building Trust Under Pressure
(1/2 day)
Genuine Leadership: Providing Constructive Feedback (1/2 day)
Genuine Leadership: Developing Others (1/2 day)
Genuine Leadership: Correcting Performance Problems (1/2 day)
Recognizing Positive Results (1/2 day)
Performance Planning, Review and Professional Development Planning (1/2 day)
Electives:
Put it in Writing (3 days)
Workplace Communication / Active Listening (1 day)
Conflict Resolution (1 day)
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Effective Presentation Skills (1 day)
Principles of Quality (2 days)
Supervisor as Trainer (1 day)
Facilitation Skills (1 day)
Managing Generational Differences (1 day)
Personal Profile / Behavioral Styles (1 day)
Knowledge Transfer (1 day)
Human Side of Management (3 days)
Supervisory Orientation (2 days)
Using EAP as a Performance Improvement Resource (1 day)
Coaching and Counseling (1 day)
Emotional Intelligence (1 day)
Knowing your State Government (online)
In addition to the Supervisor Training Program, supervisors and workers in the child protection
field are required to complete a series of core training requirements related specifically to child
protection. If a supervisor moves from another division into CPS, he/she must take these
required core trainings. These courses (ten total) are trained over a four-five month period.
Delaware's Supervisor Training Program Course Descriptions
Supervisor Training Program Competencies
Professional Development
The Child Protection Accountability Commission (CPAC) offers a child welfare conference in
Dover each year. The CPAC is an independent agency made up of professionals in the field that
acts as an advocate for child welfare in Delaware. The conference hosts a number of different
presenters and emphasizes cutting edge topics in child welfare. Supervisors can elect to attend
this conference.
Delaware uses informal needs assessments to measure the training needs of supervisors.
Additionally, professional development plans are used for supervisors and reviewed on an
annual basis.
Supervisor Supports
Supervisors are required to attend quarterly regional meetings and regular statewide meetings
which are held for each of DSCYF’s divisions. There are also Investigation and Treatment
Workgroups which are compromised primarily of supervisors. Additionally, mentoring
opportunities are available for supervisors who are interested.
Additional Information
Delaware plans to examine its training program for supervisors within the upcoming year.
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District of Columbia
Interview with Gillian Berry, Training Program Manager
[email protected] • 202-727-7364
January 10, 2011
Supervisor Requirements
In order to become a supervisor in the District of Columbia (DC), one must have a Master’s
Degree in social work and hold a current license in social work. The Licensing Board requires 40
hours of training per year (including six hours of ethics training) to maintain licensure. The
State requires 24 hours of training annually for child welfare staff. Training hours to satisfy the
State and Training Board requirements are transferrable between the two.
Pre-service Training
DC contracts with Marsha Salus to train the course “Mastering the Art of Child Welfare
Supervision.” Supervisors are required to complete this training within eight months of
assuming the position. The six module course is competency-based and is trained in the
classroom, eleven days over a six month period:
Module 1: Effective Leadership: Making the Transition From Social Worker to
Supervisor (2 days)
Module 2: Achieving Excellence In Staff Performance (2 days)
Module 3: Building a Cohesive Work Group (2 days)
Module 4: Promoting the Growth and Development of Staff (2 days)
Module 5: Case Consultation and Supervision (2 days)
Module 6: Managing Effectively in the Organization (1 day)
Ongoing Training
DC’s new training academy has Tier IV level courses for supervisors. Most of these courses
cover administrative skills and responsibilities. The Mentoring and Coaching course encourages
clinical development of supervisors’ staff. The Strategies for Integrating CFSA’s Practice Model
and Delivery course is designed to assist supervisors in developing integration skills.
Professional Development
DC is working on a mandate that would require all supervisors to complete the classroom
portion of the caseworker pre-service training curriculum. The training is 12 full days and will
be taken alongside caseworkers. Participation in this training will better prepare supervisors to
oversee the day-to-day responsibilities of their staff. Additionally, general supervisory trainings
are offered annually through the State office.
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Supervisor Supports
Supervisors in DC have an informal peer support network. The network helps to facilitate
supervisors speaking with one another for advice and guidance on problem cases.
Additional Information
As with many states, DC has struggled to meet training needs while operating under a limited
budget. DC plans to improve their supervisory training and support system and aims to foster
new relationships with universities and other organizations interested in partnering for training
opportunities.
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Florida
Interview with Matthew Claps, Chief of Practice and Training, Department of Children and
Families
[email protected] • 850-922-8779
February 9, 2011
Supervisor Requirements
Pursuant to Florida’s administrative code 65c-33, all supervisors must hold a degree in one of
the human services fields and be certified. The requirement for prior years of experience is
variable. Case Management in Florida is fully privatized, thus there are 20 contracted agencies
around the state. The requirements for privately contracted supervisors vary; however, all must
meet the certification requirements rule.
All supervisors must complete a minimum of 48 hours of ongoing training during the three-
year period that their state certification is valid. Once the certification is renewed, a new three-
year period with an additional 48 hours of required training will begin.
Pre-service Training
Florida requires that all supervisors complete the pre-service Supervising for Excellence
training within one year of assuming the position. Supervising for Excellence offers participants
an opportunity to learn the skills and information necessary to transition into effective leaders
in their new supervisory roles. Participants will learn how to identify their leadership styles,
build an effective work team, give constructive feedback, and steer their team’s work toward
the goals and outcomes necessary in order to ensure the safety, permanence, and well-being of
children in Florida. The curriculum was re-written within the last two years and was designed
by subject matter experts, administrators and supervisors. The course is taught in nine modules
over a three-week period. The training takes place in a classroom and is trained by contracted
service agency trainers and law enforcement officials:
Part One: Self as Supervisors
Part Two: Building a Highly Functional Team
Part Three: Supervisor as the Critical Link
The Child Welfare Training Academy at the University of South Florida (USF) is responsible for
providing a Train the Trainer program for trainers of the Supervising for Excellence curriculum.
Florida has also added a Mentoring through Qualitative Discussions training for supervisors.
This training teaches supervisors how to facilitate monthly/quarterly mentoring discussions.
This training is part of the statewide QA framework and has now been woven into the
Supervising for Excellence curriculum.
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Supervising for Excellence Training Curriculum (Includes Participant Guides, Trainer Guides,
and PowerPoint slides)
Mentoring through Qualitative Discussion Training:
Train the Trainer Videos (Parts I, II, and III)
Participant Guide
Trainer Guide
PowerPoint Slides
Ongoing Training
As noted previously, much of Florida’s case management has been outsourced to private
agencies. These agencies are responsible for providing ongoing training to their staff. In order to
fund these trainings, the majority of training dollars are used at the local level, rather than the
state level. The Training Consortium at University of South Florida can be hired by private
providers or by the Department on an as-needed basis. They offer both pre-service and
professional development training. Additionally, imPACT at USF also has training
opportunities for child welfare staff.
Florida’s Center for the Advancement of Child Welfare Practice offers 400+ hours of free video
trainings for child welfare staff, including several for supervisors. All local trainings are
recorded and posted on the Center’s website. The Center is funded by Florida’s Department of
Children and Families, and aims to support child welfare staff by providing useful resources
and access to training. The Center also offers annual regional workshops for child welfare staff.
Approximately 1,000 workers attend this one-day workshop. The Center maintains a database
of videos from these trainings.
Click here to access the training videos database!
Professional Development
Florida partners with seven schools in the School of Social Work consortium and provides IV-E
funding for those interested in pursuing a Bachelor’s or Master’s degree in social work.
Florida's annual statewide Dependency Summit is an opportunity for child welfare
professionals to share best practices and continue the advancement of child welfare practice in
Florida. Approximately 2,200 professionals attend each year. The event is structured to allow
for multidisciplinary workshops, meetings by profession and planning sessions for local child
welfare representatives. The Center for Advancement of Child Welfare Practice keeps an online
database of videos and materials from each summit.
2010 Dependency Summit Videos and Materials
Child Welfare Professional Development Training Series
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Currently, training needs assessments and professional development plans are not utilized at
the state level in Florida.
Supervisor Supports
Florida does not have a formal system for supervisors to meet with one another on a regular
basis; however, informal meetings are organized by supervisors, and the statewide trainings
and Summit serve as opportunities to meet and network.
Click here for Florida's Supervisor Training Resources
Partnerships
Florida has partnered with Casey Family Programs to provide trainings over the past few years.
This partnership has primarily focused on Florida’s family-centered practice initiative.
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Georgia
Interview with Sheila Blanton, Program Administrator, Education & Training Services (ETS)
[email protected] • 404-550-8287
January 5, 2011
Supervisor Requirements
Georgia has a certification process for all Social Services Case Managers and Supervisors. In
order to become eligible for certification, one must hold a Bachelor’s Degree in social work or a
related field. Program certification in the area(s) of responsibility (CPS, Foster Care and
Adoption) is required before supervisory certification may be granted. Certification is
mandatory for all new supervisors and strongly encouraged for veteran supervisors. In order to
maintain certification, supervisors must complete a minimum of 20 hours of ongoing
professional development training per year.
Pre-service Training
Georgia has adapted the Butler Institute’s Putting the Pieces Together curriculum for their
Supervisory Capacity Building Series (note: Program Announcement as a WMV file). The
training begins with a teleconference orientation led by the training co-instructors and is
followed by facilitation of the University of Kansas’ Results Oriented Management (ROM)
training. Following ROM, supervisors are trained on Units I, II & III, each lasting three days.
Skill-building activities are assigned in between each unit and supervisors are expected to
complete these activities before attending the next unit. Learning journals are used as a way for
supervisors to record their reflections during the training. In-class trainings are held at various
locations around the state and are co-instructed by Education & Training Services staff.
Following are course descriptions of each training series component:
Family Centered Case Practice for Administrators and Supervisors:
This course is designed to provide management’s approach to implementing and
maintaining the Family Centered Practice Model. It begins with an overview of the model
and identifies requisite standards that affect practice. There are seven standards of practice
that apply including Agency Management and Leadership; Policies and standards;
Qualifications, Workload and Professional Development of Staff; Array of Services;
Information Systems; Agency Coordination within the Community and Quality Assurance.
Results Oriented Management (ROM) Online Training:
This course designed by the University of Kansas School Of Social Welfare, provides
information on outcome measurement in child welfare, and provides practical approaches
to the three major factors that affect the usage of data: Effective management reports;
essential skills in interpreting data and taking management action and how to develop a
results-oriented organizational culture.
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Putting the Pieces Together Classroom:
This nine - day supervisor core training series, Supervisory Training: Putting the Pieces
Together was originally developed by Charmaine Brittain, MSW, Ph. D., and Butler Institute
for Families at the University of Denver. This training is divided into three 3-day segments:
Unit 1: Supervisor as Manager; Unit 2: Supervisor as Coach; Unit 3 Supervisor as Team
Leader. The training was designed to bring together the latest research and practical
application within an engaging format for maximum learning by supervisors. It was
adapted for Georgia DFCS in 2009. Supervisors attending this course must be certified in
their program area.
Skill Building/Mentoring:
A series of four units with activities related to each Unit of Putting the Pieces Together. They
are designed to enhance the transfer of learning from the classroom to the workplace. Each
new supervisor is assigned a trained peer mentor who provides guidance, coaching and
monitoring for the Skill Building activities.
Skill Building: Administrative Supervision
Skill Building: Educational Supervision
Skill Building: Supportive Supervision
Skill Building: Classroom Preparation
Skill Building: Mentor Documentation
Mentor Workbook
During this training period, each supervisor is assigned a mentor who has already been
through the training and has previous supervisory experience. Mentors are trained prior to
assuming their role. Mentoring is offered via web, phone, and/or in-person and participants
are encouraged to continue the relationship for at least six months post training. Some
mentors attend the class with the participants. Mentors are responsible for reviewing their
mentee’s skill-building activities, and must sign off on them in order for the supervisor to
receive certification.
Day to Day Supervision with GA SHINES:
This is a two day hands-on training. It is designed to provide new and veteran supervisors
with basic knowledge and skills surrounding supervisory functions when using GA
SHINES. Supervisors will engage in a variety of interactive activities to promote their
understanding of their day to day role for using GA SHINES to achieve safety, permanency
and well being for the children and families that we serve.
In conjunction with the Supervisory Capacity Building Series training, Georgia uses the
National Child Welfare Workforce Institute's Leadership Competency Framework. This
framework contains indicators of proficiency in caseworkers, supervisors, managers, and
executives.
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Ongoing Training
The Professional Excellence program is a collaborative partnership between Education &
Training Services (ETS) and Georgia State University, School of Social Work. The program
provides training that promotes advanced knowledge and enhances the practice skills of child
welfare professionals. The program’s goal is to provide skill-based training that reflects the
latest research and best-practice, is responsive to the needs of agency staff, and that assists staff
in meeting the “real-world” challenge of front line casework.
Additionally, trainings are developed for supervisors and caseworkers when the State
implements new policies and/or procedures.
PEAS and KAROTS is a new program of mini-modules designed for supervisors. Supervisors
receive training on a mini-module and are then responsible for training their own staff on the
topic. Typically, one module is trained each month. Most topics have been designed around the
CFSR. Supervisors must report back to ETS on the success of the training.
Sample PEAS and KAROTS Curriculum Module
Visit the PEAS and KAROTS Website
Additionally, ETS offers many professional development courses, two of which are supervision-
specific: Documentation and Child Visitation.
Professional Development
Recently, Georgia partnered with the Butler Institute to pilot Learning Circles for their
supervisors. In order to participate, a supervisor must have completed the Putting the Pieces
Together training. This has helped to incent participation in the training for veteran supervisors.
At present, Georgia has six active circles, with an average of 12 supervisors in each. The State
plans to split circles as they gain in popularity. ETS is in the process of creating a website for
learning circles which will provide online access to those who live far from meeting locations.
The goal is to make the learning circles self-sustaining, so that the State can eventually remove
itself from facilitation responsibilities.
Learning Circle Competencies
Learning Circle Goals and Objectives
Learning Circle Principles
Currently, Georgia is using Individual Training Needs Assessments (ITNAs) for their
caseworkers. The ITNAs have been adapted from Ohio and tailored to fit Georgia’s needs.
ITNAs for supervisors are now under development. During the ITNA, supervisors will work
with their worker to identify weaknesses and make a training plan for the upcoming year. The
ITNA is then included in the worker’s Performance Management Plan.
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Supervisor Summits are held bi-annually in Georgia. These are organized regionally and
provide an opportunity for supervisors to meet, collaborate and receive training, if needed.
Supervisor Supports and Partnerships
A statewide meeting of all upper-level administrators is held monthly. Supervisors attend,
however, the meeting is not tailored for supervisors specifically.
The State has an Educational Consortium comprised of 12 universities with schools of social
work. The group meets every other month and promotes participation and coordination of their
IV-E-funded educational programs.
Additional Information
Georgia plans to develop a new training curriculum for each of the concentrated areas within
supervision.
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Idaho
Interview with Shirley Alexander, Child Welfare Program Manager
[email protected] • 208-334-6618
January 11, 2011
Supervisor Requirements
In order to become a supervisor in Idaho, one must have a Bachelor’s Degree and a minimum of
three years prior experience in child welfare. Additionally, all supervisors must have a current
license in social work.
All supervisors are required to complete a minimum of 20 continuing education credits per
year. Every four years, supervisors must complete four continuing education credits in ethics.
Pre-service Training
Idaho requires a three-day pre-service training for supervisors called “What’s Good for Families
is Good for Workers”. This curriculum was developed by North Carolina. The program is
offered twice annually at Idaho’s Training Center and is ideally completed by new supervisors
within six months of assuming their position. Idaho has been using a Train the Trainer program
to produce new trainers for this curriculum. The curriculum teaches clinical skills and focuses
on the use of a family-centered practice methodology.
Additionally, The State of Idaho’s Department of Human Resources requires that all
supervisors complete the Supervisor Training and Resources Program (STAR). This program
includes six courses focused on administrative duties, including: Applied Leadership, Crucial
Conversations and Orientation to Supervision. This training is not child welfare-specific.
Ongoing Training
Idaho does not offer any specific ongoing supervision trainings; however, many of the State’s
in-service trainings offer pre- or post-training “pull-out” sessions for supervisors to discuss the
training topic from a supervisory point of view. Additionally, teleconferences are held for
supervisors when the State rolls out a new policy or procedure. These calls are typically held
before the State has implemented the change; this allows supervisors the opportunity to provide
feedback and ask questions prior to implementation.
Professional Development
Social Worker (SW) IIIs who have demonstrated excellence in their position and have shown
interest in further developing their skills are provided the opportunity to shadow a supervisor.
Often, if the supervisor is out of the office, the SW III will perform the supervisor’s duties.
During this period some SW IIIs complete the pre-service training in preparation of applying
for a supervisory position.
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A Certified Management Program is available for supervisors through the State of Idaho
Department of Human Resources. The program is completed over a 24-36 month period and
includes five modules with seven competencies unique to public management. This program is
not child welfare-specific.
Training needs of supervisors are identified during Quality Assurance reviews. Additionally,
the Child Welfare Sub-Committee, made up of regional chiefs who supervise child welfare
supervisors, are polled on the training needs of supervisors each year.
Supervisor Supports
Idaho holds a two-day Supervisor Summit each summer. This is an opportunity for supervisors
statewide to convene and develop their skills in supervising around each of the different
functions of child welfare. Scheduling of future summits will depend on the availability of
funds in the budget.
Additionally, Idaho offers an online newsletter for supervisors called, Ideals in Practice. The
newsletter provides links to useful articles, information about supervision-specific topics, as
well as discussion questions for supervisors to use with their staff.
October 2010 Newsletter
June 2009 Newsletter
As part of Idaho’s supervision strategic plan, the State is laying groundwork to begin learning
circles. The State has recently begun hiring trainers to facilitate the groups. Currently, learning
circles are being piloted in the Northern region. The State has received positive reports on the
pilot program and plans to host additional circles in the Northern, Central and Southern
regions.
Partnerships
The Idaho Child Welfare Research and Training Center (ICWRTC) is a partnership between the
Idaho Department of Health and Welfare Division of Family and Community Services (FACS),
Eastern Washington University School of Social Work, and the following university partners:
Boise State University Child Welfare Center
Idaho State University Department of Sociology
Social Work and Criminal Justice
Lewis-Clark State College Social Work Program
Northwest Nazarene University Department of Social Work
College of Southern Idaho Department of Social Science
North Idaho College Social Science Division
Idaho has also worked with Casey Family Programs on several training initiatives.
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Additional Information
Idaho plans to create a Supervisor Resource section on their statewide shared drive.
Additionally, the State is interested in developing their videoconferencing technologies, in
order to lower the cost of facilitating trainings.
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Indiana
Interview with MB Lippold, Deputy Director of Staff Development
[email protected] • 317-903-4272
January 7, 2011
Supervisor Requirements
In order to become a Family Case Manager (FCM) in Indiana, one must have a Bachelor’s
Degree. It is no longer required that this degree be in a social work or related field; however,
there is a minimum of 15 hours of related coursework experience required.
All Supervisors, Local Office Directors, Division Managers, and Regional Managers must
complete no less than 32 hours of In-Service Training. Up to 16 of these In-Service Training
hours can be completed online. One DCS training day is equivalent to six In-Service Training
hours. Supervisors who have completed the New Supervisor Training will exceed his or her
yearly In-Service Training requirements.
Indiana's Administrative Letter regarding training requirements
FCM Supervisor Job Description
FCM Work Profile and Performance Appraisal Report
Pre-service Training
Indiana conducts a 14 day New Supervisor CORE Training. They have modified the Putting the
Pieces Together curriculum, developed by Charmaine Brittain with the Butler Institute for
Families, to make an appropriate pre-service training for their State (with Charmaine’s
assistance). This training is offered twice annually, and newly hired supervisors must
participate in the next available training. Competencies and learning objectives are included
within each training unit. This training is child welfare specific, and consists of the following:
Unit I – Administrative Supervision: Supervisor as Manager
Unit II – Educational Supervision: Supervisor as Coach
Unit III – Supportive Supervision: Supervisor as Team Leader
Additionally, Indiana’s Supervisor CORE Clinical Supervision training is provided to new
supervisors during the first day of their New Supervisor Orientation. This training provides an
overview of clinical supervision, and highlights communication and staff relationship building.
The 14 days of pre-service training for supervisors are spread out over three months:
New Supervisor Orientation – 2 days
Administrative Supervision: Supervisor as Manager – 3 days
Educational Supervision: Supervisor as Coach – 3 days
Supportive Supervision: Supervisor as Team Leader – 3 days
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Computer System ICWIS and How to use Data – 1 ½ days
Sexual Harassment and Discipline Issues (HR) – 1 ½ days
In between training sessions supervisors work on the skills learned in each module and begin
their next session by discussing the usefulness of these skills. All trainings are offered in a
centralized location. Training is also provided by a combination of state staff and staff from
Indiana’s partnership with the Indiana University School of Social Work. There are 18 trainers
total, and everything is done in parallel and partnership.
Supervising the Indiana Practice Model is also a training that is taken by supervisors within six
months of assuming their position.
Ongoing Training
Indiana, in conjunction with The National Child Welfare Workforce Institute (NCWWI), has
implemented a statewide training approach to the Leadership Academy for Supervisors (LAS).
They have just completed their fourth module, and will be starting the fifth module in February
of 2011. Approximately 50 supervisors are participating and providing valuable feedback.
Many changes have been made to the process and the LAS curriculum based on Indiana’s
feedback. A plan will be developed to train another 40-50 supervisors within Indiana on this
material starting in the summer/early fall. Online training sessions are held, with each module
having a learning network session in the form of a webinar. There are four webinars total per
module. Participating in the LAS is not mandatory. It was originally designed as invitation
only, but may change to an application based system. Supervisors would potentially receive a
certificate upon successful completion of the LAS (as evaluated by the Indiana University staff).
Click here to view a PowerPoint presentation prepared by Indiana for a presentation to
NRCOI's Peer Training Network regarding the LAS!
Indiana also has a Supervisor Workbook Series that is designed to be used in formal training
and/or self-study. Working with Judy and John McKenzie, Indiana modified Michigan State
University’s (MSU) Supervisory Workbook Series (six workbooks) to fit with their practice
model. They also provided six days of training to Indiana’s staff on the workbooks. Every new
supervisor receives a set of the workbooks, and they are also available electronically on the
Supervisor Sharepoint. Each workbook training is a half day training provided online and via
webinar. Primarily, graduates of the IV-E MSW Program provide the training. Quarterly
workshops are held for supervisors on these workbooks using videoconferencing. The topics for
each workshop are chosen by the supervisors. A trainer or presenter is present on each call, and
there are facilitators or presenters at each of the sites where the videoconference is held (small
sites consolidate, 18 regional sites total). Activities, discussion and feedback follow the
presentation. The aim of the videoconferences is to have supervisors comfortable with using the
workbooks to problem solve. Participation in the Workbook Series Workshops is mandatory for
supervisors. The Workbook Series consists of the following:
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Workbook 1 – The Role of Leaders in Staff Retention: provides information, tools and
methods for leaders to use to support supervisors in creating and sustaining a positive
culture for staff retention.
Workbook 2 – The Practice of Retention-Focused Supervision: provides research
information and supervisory competencies for retaining effective staff, including self-
assessment and planning tools. It includes methods and tools for setting objectives,
structuring the supervisory process and managing stress in the workplace.
Workbook 3 – Working with Differences: provides understanding, methods and tools
for tailoring supervision to the diverse characteristics, learning and behavioral styles
and professional development needs of staff.
Workbook 4 – Communications Skills: provides specific information, tools and activities
to adapt communication skills to the supervisory relationship.
Workbook 5 – The First Six Months: provides a structure, methods and tools for
orienting, supporting and training new staff during their first six months on the job,
with particular attention to helping staff cope with and manage the stressors of the job.
Workbook 6 – Recruiting and Selecting the Right Staff in Child and Family Service:
provides information on promising practices and tools for recruiting and selecting front
line staff; includes profiles of desirable qualities needed in front-line supervisors and
staff and methods for developing effective collaborations with universities.
Professional Development
There are annual two-day meetings held in Indianapolis that are mandatory for supervisors.
Topics are determined by supervisors and staff, and obtained via a survey distributed using
SurveyMonkey. A committee is formed to review the survey results and make a plan for each
conference.
Sample Agenda for Annual Conference
Currently, training needs assessments are not utilized in Indiana. However, each agency worker
has an annual work profile created (facilitated through Human Resources). The training
department can sometimes assist supervisors with professional development plans, but it’s
more so individualized with each supervisor responsible for his/her own development plan.
FCM Work Profile and Performance Appraisal Report
Supervisor Supports
All new supervisors have a mentor while in the New Supervisor CORE Training. This program
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utilizes Skill Assessment Scales following each training module. Supervisor mentors must
complete the training provided, and meet a certain set of criteria.
Supervisor Mentor Program for New Supervisors: Using Skill Assessment Scales
Partnerships
Indiana has partnered with the following entities regarding training for supervisors:
Butler Institute for Families
National Child Welfare Workforce Institute
Indiana University School of Social Work
Casey Family Programs
Child Welfare Strategy Group
Additional Information
The approach to training in Indiana has shifted to a model of developing and modifying all
curricula to specifically fit Indiana’s needs. They are no longer generic.
Indiana is also considering the use of learning circles in the future.
Indiana Strategic Planning: An Effective Training System
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Iowa
Interview with Margie Poorman, Division of Field Operations, Training
[email protected] • 515-242-5215
January 7, 2011
Supervisor Requirements
In order to become a child welfare supervisor in Iowa, one must have a Bachelor’s degree in
social work or a related field. All supervisors and child welfare workers are required to receive
a minimum of 24 training hours per year.
Training
“Improving Recruitment and Retention in Public Child Welfare” was a five-year project of the
University of Iowa’s School of Social Work in collaboration with the Iowa Department of
Human Services (IDHS) aimed at developing, implementing, and evaluating statewide training
for supervisors. The project developed a multi-phased supervisory curriculum designed to
engage supervisors at all career stages in honing their skills as reflective practitioners in
organizational leadership and supervision. Curriculum modules provide theoretical
foundations and concrete applications, and emphasize the improvement of client outcomes
through enhanced organizational effectiveness. Each module includes accessible suggested
readings that support participant learning and provide resources to share with staff:
Module I: Contemporary Child Welfare Supervisory Practice
Module II: Developing Human Resources through Supervision
Module III: Case Practice Supervision
Module IV: Clinical Practice Supervision
o Clinical Supervision Issues
o Substance Abuse
o Domestic Violence
o Child Abuse
o Adult Mental Health
o Child Mental Health
Module V: Promoting Safety and Resilience
o Research on Recruitment and Retention
o Stress and Resilience
o Secondary Trauma
o Critical Incidents
o Worker safety
Module VI: Leadership Skills for Child Welfare Supervision
o Leading Positive Change
o Managing Public and Community Relations
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Additionally, several workshops were created through the “Improving Recruitment and
Retention in Public Child Welfare” project:
Employment Interviewing for Success in Public Child Welfare
Supervisor as Teacher:
o Understanding Learning Styles
o Designing In-Service Programs
Cultural Competence:
o Managing a Diverse Workforce
o Supervising Intergenerational Dynamics
o Supervising Culturally Competent Practice
o Managing Underperforming/Impaired Workers
Professional Writing for the Child Welfare Professional
Critical Thinking for Safe Case Closure
The project also developed the Supervisor Developmental Planning and Support Toolkit, a set
of tools and templates which help child welfare supervisors create their own formal child
welfare supervision program. The toolkit includes the following:
Worker competencies and task analyses provide a framework for supervisors to assess
workers' individual educational needs across five domains (Human Relations, Case
Practice, Clinical Practice, Managing Stress/Safety and Adapting to Change).
Individual and unit development plans help supervisors find additional resources for
worker education within the team and to decide whether to address education needs
through individual or group methods.
The Developmental Planning and Support tool explains Iowa’s Developmental Model of
Supervision explicitly; describing characteristic worker behaviors along a continuum
(Trainee-Novice-Professional-Advanced Professional) and suggesting supervisory
strategies for developing workers.
The Supervision Manual provides formats for reflective questions, various types of
group supervision, including brief case presentation and focused supervision, and live
observation, and a template for creating effective in-service programs.
Additionally, the curriculum manual contains: a flowchart for assessing worker
underperformance or impairment, staff activities around diversity, a brief worker self-
assessment for secondary trauma, a workshop for assessing learning styles, and tools for case
management with substance affected families. Trainings are led by subject matter experts and
state staff.
Professional Development
The Service Supervisory Webinars are a monthly series of topical calls. The calls provide a
forum for supervisors to share their experiences in implementing improved child welfare
practices, as well as learn about trends and policy changes. Presentations from expert persons
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are followed by open discussion in order for all participants to ask questions and enrich the
conversation. Recent topics include several of the NRCOI-sponsored webinars: “Supervision as
Leaders of Practice Change,” “Leading Efforts to Identify and Address Disparities: A Response
to Disproportionality” and “Collaborating with Courts to Reduce and Eliminate Disparities.”
Supervisors are encouraged to use the Webinar Discussion Guides following each call.
Iowa utilizes an Individual Learning Needs Survey and Individual Learning Plan to assist in the
development of ongoing learning opportunities for the Iowa Department of Human Services
Child Welfare Social Work Staff.
Supervisor Supports
Service area supervisors meet with one another on a regular basis. Statewide conferences have
been hosted in the past, but none are scheduled at present because of budgetary limitations.
Partnerships
Iowa has partnered with the following entities regarding training for supervisors:
National Resource Center for Family Centered Practice, University of Iowa
Iowa State University
University of Northern Iowa
National Child Welfare Resource Center for Organizational Improvement
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Kansas
Interview with Amy Maninger, Coordinator for Research, Training and Public Policy,
Children’s Alliance of Kansas
[email protected] • 785-235-5437(ext.3)
February 9, 2011
Supervisor Requirements
There are no specific requirements to becoming a supervisor in Kansas. It is preferred that one
hold a Master’s degree in social work or a related field.
Training
Kansas’ Department of Social and Rehabilitation Services contracts with outside agencies to
provide all training to their Family Preservation, Foster Care and Adoption departments. The
Children’s Alliance of Kansas oversees the contracted agencies.
The State contracted with the University of Kansas to develop a new Child Welfare Supervision
Training Series. The CW Supervision Training Series is competency-based and begins with a
half day foundations course, followed by four one-day training sessions. Conference calls are
held after each session and serve as an opportunity for supervisors to discuss their learning
experience and troubleshoot any difficult material. Professional development plans are also
completed at the close of each session. This series is offered in two different locations. The
complete Supervision in Child Welfare Series includes:
Foundations: Introductory Topics
Performance Improvement (Session A): Using Data & Outcomes for Performance
Improvement; Learning Organizations; Individual Development; Reward Based
Environment.
Promoting Effective Practice (Session B): Emotional Intelligence/Self-Aware
Supervision; Parallel Process; Critical Thinking in Supervision; Professionalism; Time
Management.
Achieving Results as a Team (Session C): Motivating Staff to Achieve Results
(Motivational Theory); Key Facilitation Skills; Conflict Management.
Creating a Positive Work Environment (Session D): Supportive Supervision and
Retention; Compassion Fatigue; Culturally Responsive Supervision and Service.
The training series also offers a Trainer of Trainers (TOT) component. After delivery of the TOT,
agency trainers are able to provide training to their staff that is consistent for all child welfare
supervisors across the State. Trainers learn a truncated (1/2 day) version of the Supervision
Training Series lessons. Two TOTs will be developed per contract year. The State has already
completed TOTs for Group Supervision and Having Difficult Conversations.
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Additionally, online supervision training is currently being developed. It is expected to roll out
in Spring or Summer 2011.
Professional Development
The Children’s Alliance is contracted to complete two all-staff Individual Training Needs
Assessments (ITNAs) per year. The ITNAs are not specific to supervisors; however the survey
asks several questions related to supervisory training needs. Results from the ITNAs are used
when considering revisions and/or additions to the State training schedule.
Supervisor Supports
Supervisors meet at the annual Excellence in Supervision Conference. This conference is held at
a central location and spans two days. The Conference hosts a nationally recognized key
speaker and offers breakout training sessions for supervisors. The Conference serves as an
opportunity for supervisors to receive training, troubleshoot cases with colleagues, and
network.
Additional Information
The University of Kansas received one of the Workforce Institute grants. One of their agency-
based initiatives is to improve supervisory development and support in order to build the skills
and capacity of supervisors to support workers in meeting child welfare outcomes.
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Louisiana
Interview with Bridget Clark, Former Director of Workforce Development and Clinical
Services, DSS Contact person: Jennifer Moore, Director of Workforce Development and
Clinical Services, DSS
[email protected] • 225-342-6360
January 5, 2011
Supervisor Requirements
In order to become a supervisor in Louisiana, a person must meet one of the following criteria:
(1) Bachelor’s degree in social work or related field and five years of professional social services
experience (including four years in child welfare and two years at the journeyman level); (2)
Bachelor’s degree in non-related field and six years of professional social services experience
(including four years in child welfare and two years at the journeyman level); (3) Master’s
degree in social work or related field and four years of professional child welfare social services
experience (including two years at the journeyman level); (4) Master’s degree in non-related
field and five years of professional social services experience (including four years in child
welfare and two years at the journeyman level). Additionally, those who have been licensed by
the State must maintain their license.
All supervisors must complete 20 hours of ongoing training each year. Training must be child
welfare related but does not need to be supervisor specific.
Pre-service Training
In recent years, Louisiana has contracted with Marsha Salus to train the course, Mastering the
Art of Child Welfare Supervision. Participation is not mandatory, however it is strongly
encouraged. Training groups typically consist of 25 supervisors, with first priority given to new
supervisors (any remaining vacant slots are given to veteran supervisors). The six-module
course is competency-based and is trained in the classroom, 11 days over a 6-month period:
Module 1: Effective Leadership: Making the Transition From Social Worker to
Supervisor (2 days)
Module 2: Achieving Excellence In Staff Performance (2 days)
Module 3: Building a Cohesive Work Group (2 days)
Module 4: Promoting the Growth and Development of Staff (2 days)
Module 5: Case Consultation and Supervision (2 days)
Module 6: Managing Effectively in the Organization (1 day)
Ongoing Training
The Department of Social Services (DSS) and Northwestern Louisiana State University have
also contracted with Ms. Salus to train the Coaching/Mentoring Initiative. Coaches and mentors
are current child welfare staff with supervisory experience and/or retired child welfare
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professionals. All coaches and mentors have been trained by Ms. Salus to work with first line
supervisors during and after attending the Mastering the Art training. Casey Family Programs
has contributed to the funding of this initiative. Currently, Louisiana has 22 coach/mentors
trained (6 of whom are retirees). Coaches are given the opportunity to attend Mastering the Art,
as well as other supervisory trainings.
In 2008, Louisiana State University School of Social Work (LSU), in partnership with the State of
Louisiana Department of Children and Family Services, (DCFS) and the Louisiana University
Child Welfare Alliance established the Louisiana Child Welfare Comprehensive Workforce
Project (LCWCWP) with funding from the Children’s Bureau. The purpose of this project is to
improve safety, permanency, and well-being outcomes for children and youth by building the
capacity of Louisiana’s child welfare professionals and by improving the systems in the State
that recruit, train, supervise, manage, and retain them. A primary goal of this project has been
to improve training and support systems for supervisors. One of its initiatives was a statewide
Supervisory Teleconference Series, where supervisors in each of the ten Regions participated in
monthly calls hosted by LCWCWP Project Director, Gary Mallon. The calls engaged over 170
participants from around the State and featured key speakers in the field. The initial
teleconferences covered a broad range of supervisory issues; later, teleconferences shifted their
focus to clinical supervision and discussion of real-life cases.
In September 2011, LCWCWP will roll out the National Child Welfare Workforce Institute’s
Leadership Academy for Supervisors in two regions of the State. Supervisors with more than
one year experience in their position will participate. Once the training has commenced,
LCWCWP staff will meet on a quarterly basis to evaluate progress. LCWCWP’s evaluator will
complete a formal evaluation of the program at the close of the training. LCWCWP plans to
train three more regions on LAS in the following year.
In 2010, DSS hosted “Clinical Supervision Training,” a one-day training in three subject areas
aimed at assisting first line supervisors in building clinical decision-making skills in their
workers. Eleven cohorts, each of 25 supervisors, received on-site training from a nationally
recognized trainer/consultant, and then participated in a teleconference for post-training
discussion. The topics included:
Golden Thread- Coaching to Promote Critical Thinking - co-trained by Marsha Salus,
MSW and Lorrie Lutz, MPP
Domestic Violence - trained by David Mandel, LLC
Sexual Abuse Victims- trained by Kathleen Faller, Ph.D., A.C.S.W., L.M.S.W.
Gary Mallon developed a graduate level supervision course, Advanced Practice Certificate
Program in Child Welfare Supervision and Leadership. This course was designed for
Louisiana’s Office of Community Services (OCS) supervisors. The course is trained ten days
over a nine month period and includes the following session topics:
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Overview: History, Roles, Styles and Stages
The Transition to Supervision
Organizational Context
The Administrative Functions of Supervision
The Educative Functions of Supervision
The Evaluative Functions of Supervision
The Supportive Functions of Supervision
Identifying Commonalities and Distinctions between Clinical Supervision and
Supervision in Community Practice Settings
The Challenges of Diversity
Leadership
Course Announcement
Course Syllabus
Supervisor Supports
Regional directors convene their supervisors on a monthly basis. These meetings serve as an
opportunity to discuss cases, problem solve and provide peer support.
The Association of Social Service Supervisors was created by child welfare supervisors in
Louisiana. The association holds an annual conference. The association is not part of DSS;
however, the State supports and participates in the annual conference.
Partnerships
DSS works closely with State universities to bridge the gap between BSW/MSW program
content and State child welfare training content. The goal of DSS is to decrease overlap of
curricula and streamline the process for students transitioning into State agency positions.
Additional Information
As part of Louisiana’s PIP, supervisors will engage in learning circles in certain areas in the
State.
In 2009, DCFS partnered with LCWCWP to conduct a statewide training system assessment.
Information was gathered through surveys and focus groups to produce a summary of findings
and recommendations. Click here for a summary of the findings from this assessment!
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Maine
Interview with Gretchen Robbins, Senior Policy Associate, Cutler Institute for Health and
Social Policy
[email protected] • 207-626-5224
January 2, 2011
Supervisor Requirements
In order to become a supervisor in Maine, one must hold a Bachelor’s Degree in social work or a
related field. Additionally, all supervisors must be licensed by the State of Maine’s Board of
Social Work. Supervisors who do not have a BSW are given a conditional social work license.
Following a probationary period, a full license is awarded.
Supervisors must complete a minimum of 25 hours of continuing education credits every two
years.
Pre-service Training
Maine requires that all supervisors complete a two-day “Managing in State Government”
training, which is offered through the State’s Human Resources Department. The training
covers general administrative topics and is not child welfare specific. Currently, Maine does not
offer any child welfare specific pre-service training for its supervisors.
Ongoing Training
Maine has developed a four-day ongoing training curriculum, called Supervisory Skills
Training. This training is designed for new and veteran CPS and Foster Care supervisors. It
covers the foundations of supervisory approaches and skills which are crucial to both
developing and supporting casework staff, and to assisting them in meeting child welfare
outcomes. This training will commence in Winter 2012.
Maine is developing a series of 90-minute webinars to support supervisors in the oversight of
the implementation of the recent statewide practice initiative, Fact Finding: Child Interview
Protocol. All supervisors will be required to attend this training which is scheduled for delivery
from July 2011 through June 2012.
The State offers two one-hour online courses for supervisors, Supervisors’ Role as Coach and
Applications of Family Team Meetings Observation Rating Sheet, as well as one in-class
training, Feedback Dialogue: Following the FTM Observation.
All trainings developed by the State are based on a Supervisory Competency Model.
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Professional Development
Funding is available for supervisors who are interested in pursuing higher degrees. The State
encourages supervisors to pursue their Master’s Degrees in Social Work. Programs are available
at University of Maine, University of Southern Maine and University of New England.
Training needs assessments for supervisors are conducted during annual performance
evaluations.
Supervisor Supports
A statewide meeting for supervisors is organized every other month. This is an opportunity for
supervisors to receive updates on policy and procedures from the State, as well as a chance to
support one another.
Partnerships
Maine has partnered with the Child Welfare Training Institute of the Children, Youth and
Families Program at the Cutler Institute, Muskie School of Public Service, University of
Southern Maine.
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Maryland
Interview with Karen Powell, Training Manager, Department of Human Resources
[email protected] • 410-767-7788
January 28, 2011
Supervisor Requirements
In order to become a supervisor in Maryland, one must hold a Master’s degree in social work
and have a current social work advanced license (either Certified Social Worker or Certified
Social Worker-Clinical).
Maintenance of the social work license requires 40 hours of continuing education credits per
year. Completion of the 40-hour requirement satisfies the state-mandated 20 hours of training
per year for all child welfare workers.
Pre-service Training
Supervisors can attend Maryland’s six-module pre-service training, designed for all child
welfare workers. The training is not supervisory specific, and supervisors can test out of the
training if they so choose. Additionally, Maryland offers a two-day Introduction to Supervision
course, which is also optional.
For those supervisors with less than two years of experience in child welfare, Maryland offers a
ten-month Excellence in Public Child Welfare Supervision Training Program. The sessions are
offered at a central location and trained by contracted trainers and one training academy staff
person. One eight-hour training day is held each month and conference calls are scheduled in
between each session. The training is competency-based and covers both administrative and
clinical casework topics.
Ongoing Training
The Training Academy offers several continuing education courses, some of which are specific
to supervision. As part of Maryland’s contract with the Training Academy, the Department of
Human Resources funds some child welfare training through the Continuing Professional
Education Program at the University of Maryland’s School of Social Work. One of the courses
available:
SWOA 722—Supervision in Social Work [3 credits]
This course is available as an elective to clinical students who have completed the
Foundation Curriculum. Students are introduced to the historical development of
supervision within social work. They acquire and apply knowledge of three primary
supervisory tasks: administration, education, and support of supervisees. The course
also covers different supervisory approaches and techniques and considers supervisory
issues that arise in various practice settings.
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Professional Development
Maryland completed a general needs assessment of all child welfare workers in 2010. The
results of this assessment are being used to develop a new supervision model. Professional
development plans for supervisors are also being developed as part of this new model.
Supervisor Supports
Regional supervisor meetings are held quarterly. This is an opportunity for supervisors to share
information about policy changes, as well as informally discuss problematic cases. Some local
agencies also hold regular meetings for their supervisors.
Partnerships
The Anne E. Casey Foundation and Casey Family Programs are helping with Maryland’s
development of a new supervision model. Additionally, Casey Family Programs is helping with
the implementation of a family centered practice model. They have assisted with creating a new
training, intended to prepare supervisors to supervise caseworkers on facilitating family
centered meetings. This content will also help to develop competencies for supervisors and
leadership development in the State of Maryland.
Additional Information
As noted previously, Maryland is in the process of developing a new supervision model. This
model will include the development a formal ongoing training system for supervisors.
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Massachusetts
Interview with John Vogel, Associate Director, Massachusetts Child Welfare Institute
[email protected] • 339-293-2614
January 6, 2011
Supervisor Requirements
In order to become a supervisor in Massachusetts, one must hold a Master’s Degree in a human
services-related field. It is preferred that all supervisors have three-five years of prior experience
in human services. Additionally, all social work staff must hold a valid social work license. The
minimum available is an associate-level social work license (LSWA).
Ongoing Training
Massachusetts offers a Supervisor Professional Development Program (formerly known as the
CORE New Supervisor Training) which uses learning circles to train and support supervisors.
This program is designed around a self-directed learning process. The program is competency-
based and each competency is designed to align with a supervisor’s development (i.e. more
advanced supervisors will have more advanced competencies). Competencies are divided into
the following categories:
Foundation Practice
Child Driven
Family Centered
Strengths Based
Community Focused/Connected
Committed to Continuous Learning
Culturally Competent/Committed to Diversity
The program begins with a learning circle during which everyone completes a self-evaluation.
The evaluations are then used by the group to develop goals for each participant to meet new
competencies. Following the initial circle, there are four in-service workshops, which more
specifically discuss training topics, e.g. the practice model, personnel issues, supervisory
administrative processes. The circle joins again to reflect on what everyone has learned, how
new practices have been implemented, etc. The overall idea is to create a learning environment;
a community of practice for supervisors.
Each circle includes 12-15 supervisors and is facilitated by a staff member of the Massachusetts
Child Welfare Institute (MCWI). This program is not mandatory; however, it is strongly
encouraged that all participate and attendance records are reported back to each home office.
The program is designed to last approximately eight months and includes six face-to-face
meetings. There are approximately 100 supervisors participating in learning circles currently.
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Click here for a reflective overview of the first two years of the Professional Development
Program in Massachusetts!
One-day workshops are also available to supervisors. Workshops are usually trained by MCWI
staff; however, if a non-agency trainer/expert is brought in, a MCWI staff person will co-train
the workshop. Participation in these workshops is required for all newly hired supervisors. Past
workshop topics include: Performance evaluation/Personnel dialogues; Core elements of
Practice Model; Trauma-informed practice; and Integrated Workshop on Domestic Violence,
Substance Abuse and Mental Health.
Professional Development
Massachusetts offers a series of post-graduate certificates at several different colleges. Simmons
College offers a one-year intensive Trauma Certificate Program which typically attracts a large
number of supervisors.
Massachusetts does not use formal training needs assessments; however, feedback and surveys
are gathered from learning circles and consulted when considering future training
opportunities. The State’s employee performance review system addresses training needs for
supervisors, though the system is not connected to the training group.
The Supervisor Professional Development Program uses a Professional Portfolio to record each
supervisor’s professional growth. The portfolio includes documentation of the supervisor’s
career, self-assessment and professional goals, and serves as a record of the supervisor’s
experiences during their learning circle work.
Supervisor Supports
Massachusetts hosts an annual Supervisor Best Practice Forum. This meeting typically serves as
the kick-off party for the next Supervisor Professional Development Program cohort. The
meeting also provides an opportunity for supervisors to network and discuss best practices.
Partnerships
Massachusetts has partnered with the following entities regarding training for supervisors:
Simmons College, Springfield College, and the Northeast and Caribbean Child Welfare
Implementation Center (NCIC).
Additional Information
Massachusetts DCF is currently working with NCIC to enhance its supervisory capacity
statewide in order to support its new integrated casework practice model. This project will
develop a training and coaching program for supervisors that includes a curriculum focusing
on the use of critical thinking and coaching in supervision. The project will also support the
development of reporting tools to assist supervisors in using data to manage more effectively
the achievement of outcomes. DCF supervisors will play a critical role in successfully guiding
and coaching social workers during the implementation of the new casework practice model.
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Through implementation of this proposed project, the Department hopes to embed and sustain
a standardized casework practice model that effectively and efficiently supports achievement of
positive outcomes for children and families.
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Michigan
Interview with Donna Mullins, Training Manager, Michigan Department of Human Services
[email protected] • 517-335-3478
Cindy Ahmad, Training Manager, Michigan Department of Human Services
[email protected] • 517-241-6917
January 25, 2011
Supervisor Requirements
In order to become a supervisor in Michigan, one must have a minimum of two years
experience as a caseworker. Recently, Michigan removed the requirement that all supervisors
must hold a Bachelor’s degree. Child welfare staff and supervisors must complete a minimum
of 40 hours of training per year.
Pre-service Training
Michigan requires that all supervisors complete a 40-hour Child Welfare Supervisor Training
within 90 days of assuming their position. The program begins with five days of general
supervision training and is followed by breakout sessions in each of the supervisory specialty
areas (adoption, foster care or child protective services). A competency-based exam is given to
all participants at the close of the training. Supervisors have two opportunities to pass the exam;
if they do not pass, it is possible that their contract will be terminated. The course is available
monthly and trained by the Child Welfare Training Institute’s staff at a central location. Some
components of MI’s Workbook Series (discussed in the Ongoing Training section) are used in
this training.
Michigan also offers a three-month New Supervisor Institute (NSI) which uses a curriculum of
training modules designed around core management competencies, DHS’s values and policy,
and program knowledge. The competencies include: Communication, Building Trust,
Facilitating Change, Developing a Successful Team, Leading through Vision, and Values and
Innovation. The values include: Integrity, Excellence, Inclusion and Teamwork. Participants
receive two days of classroom learning, followed by six weeks of on-line training, and then
return for an additional three days in the classroom. Completion of this training is no longer
mandatory; however, many supervisors elect to participate. The “Teaching Organization”
model is used to bring office directors, subject matter experts, administrators and technical
experts to train participants. The Institute includes classroom training, on-line discussions, web
conferences, tests, homework, and presentations, and is trained by the Child Welfare Training
Institute’s staff.
Ongoing Training
Michigan State University has created a Supervisory Workbook Series that is designed to be
used in formal training and/or as a self-study. The University offers supervisors the opportunity
to attend workbook sessions for in-service training credits. MSU awards a certificate to all
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supervisors who complete three workbook trainings and the required electives. The Workbook
Series consists of the following:
Workbook 1 – The Role of Leaders in Staff Retention: provides information, tools and
methods for leaders to use to support supervisors in creating and sustaining a positive
culture for staff retention.
Workbook 2 – The Practice of Retention-Focused Supervision: provides research
information and supervisory competencies for retaining effective staff, including self-
assessment and planning tools. It includes methods and tools for setting objectives,
structuring the supervisory process and managing stress in the workplace.
Workbook 3 – Working with Differences: provides understanding, methods and tools
for tailoring supervision to the diverse characteristics, learning and behavioral styles
and professional development needs of staff.
Workbook 4 – Communications Skills: provides specific information, tools and activities
to adapt communication skills to the supervisory relationship.
Workbook 5 – The First Six Months: provides a structure, methods and tools for
orienting, supporting and training new staff during their first six months on the job,
with particular attention to helping staff cope with and manage the stressors of the job.
Workbook 6 – Recruiting and Selecting Staff in Child and Family Service: provides
information on promising practices and tools for recruiting and selecting front line staff;
includes profiles of desirable qualities needed in front-line supervisors and staff and
methods for developing effective collaborations with universities.
The Child Welfare Training Institute (CWTI) also offers a Secondary Trauma: Recognition and
Response training (Parts I & II). This training is designed to assist child welfare supervisors and
others to more readily identify how secondary trauma manifests itself in the workplace and
effectively work toward maintaining a strong and resilient work force.
Professional Development
Michigan offers partial tuition reimbursement for those supervisors interested in pursuing a
higher degree. Priority for reimbursement is given to new hires who have signed an agreement
of intent to pursue a Master’s degree. Additionally, the Office of Professional Development
offers special interest courses quarterly, though not child welfare-specific.
Michigan does not use formal training needs assessments; however the training center will
periodically collect a list of training needs from supervisors. A statewide performance
management system is used by supervisors’ superiors to track progress and record
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expectations. The last review was completed prior to the CFSR. This program is not managed
by the training group; therefore, the details of the frequency of its use are unknown.
Supervisor Supports
The Office of Professional Development facilitates a Leader Connection Network. Child welfare
supervisors have a group within the network; however, it is not utilized regularly. CWTI is
interested in developing a social network for supervisors, possibly in conjunction with the new
Clinical Supervision Training Series.
Additional Information
Michigan is working to develop a Clinical Supervision Training Series as part of their Program
Improvement Plan. The training series will develop videos to be shown during webinars. Each
webinar will begin with a short introductory video, followed by discussion. Post discussion, a
longer video demonstrating the training skill will be shown. Each webinar will build on the last,
and evaluations will be used at the close of the series. Michigan has already identified several
webinar topics, including: Communication; Self-Awareness; Identification of stress behaviors;
Creating the conditions for clinical supervision; Creating mutual purpose; Applying the concept
of reframing to multiple situations; Effective ways to address performance issues; Cultural
humility; and Follow through.
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Minnesota
Interview with Richard Dean, Training Unit Supervisor, Minnesota Department of Human
Services
[email protected] • 651-431-4669
January 26, 2011
Supervisor Requirements
There are no specific State requirements for becoming a supervisor in Minnesota. Counties
make hiring decisions at their own discretion.
Pre-service Training
Minnesota does not currently use a pre-service training for supervisors. The State has recently
redesigned their pre-service training for caseworkers, and they intend to make these modules
available to supervisors in the future. This will allow supervisors to be better versed in training
topics that their workers have learned. Additionally, it will serve as an opportunity for
supervisors to refresh their skills and knowledge of child welfare topics.
Ongoing Training
Minnesota uses a modified version of Ohio’s Institute for Human Services supervisor training.
This Leadership CORE training has six modules: Meaning and Mission; Leading People;
Situational Leadership; Staff Development; Team Building; and Sustaining Human Action. Each
module is trained over two days in the classroom. There is an additional training session
(optional) that is tailored to each supervisor’s specific needs. The State reported that many
supervisors form strong bonds with one another during this training which often continue after
the training is completed.
Professional Development
Minnesota offers IV-E funding to those workers interesting in pursuing a Master’s degree. The
State would like to partner with some universities to create a Bachelor’s degree in social work
program. Ideally, the State training curriculum would be added to the BSW program so that
students will be work-ready when they graduate.
Minnesota does not currently use training needs assessments. This is an area the State has
identified as needing development.
Supervisor Supports
Supervisor Virtual Presence Communication (VPC) meetings are held quarterly. These meetings
are enabled through the State’s telecommunication system which is organized by the State
Quality Assurance Program. These meetings serve as an opportunity to discuss emerging
practice issues and statute and rule changes.
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Additional Information
Last year, Minnesota completed a Strategic Plan for the Strengthening Child Welfare
Supervision Initiative with assistance from the National Child Welfare Resource Center for
Organizational Improvement (NRCOI). The State is now working on implementation of the
plan. Goals at a glance include: Supervisor Recruitment, Training, and Professional
Development; Supervisor Support; Casework Supervision; Administrative Supervision; and
The Supervisor’s Leadership Roles and Responsibilities in the Agency and in the Community.
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Missouri
Interview with Jeff Adams, Training Coordinator, Missouri Department of Social Services,
Children’s Division
[email protected] • 314-416-2780
February 16, 2011
Supervisor Requirements
In order to be eligible for the Social Service Supervisor I position, one must have two years of
prior experience as a Children’s Service Worker. For those with Master’s degrees, only one year
of prior experience is necessary. After assuming the position, all supervisors must complete a
minimum of 16 hours of in-service training each year.
Pre-service Training
Missouri requires that all supervisors complete the Basic Orientation for Supervisors training
(BOS). This 40-hour training covers administrative duties and is not child welfare-specific.
Within one month of completing the BOS training, all Social Service Supervisors must complete
a 39-hour Clinical Supervision Training. Supervisors attend Part I of the training (3 days) and
then return to their office for a month to complete on-the-job training and field work.
Supervisors then return to the classroom to complete Part II (3 days). The training is held
regionally. The State began working on development of this training through a Quality
Improvement Center grant. The curriculum was then finalized by the University of Missouri.
Supervisors in Missouri must also complete a 12-hour Critical Thinking Training. Most
supervisors attend this training within a few months of having completed the Clinical
Supervision Training. This course is trained by a contracted agency; however, the State intends
to eventually take over these training responsibilities.
Each of the aforementioned trainings are competency-based. Completion of each is mandatory
for all Social Service Supervisors.
Ongoing Training
Missouri has recently begun using learning labs. The labs are organized regionally and held on
a quarterly basis. Each group has approximately 20 supervisors and each region has an advisory
committee of field staff (front line supervisors, upper managers, etc) which identifies topics for
the learning labs in its region. The State has contracted the agency, Family Facets, to facilitate
the labs. Family Facets develops each topic into a workshop and creates appropriate materials
to aid in lab discussion. Each lab begins with presentation and discussion on a topic, and then
allows time for problem-solving and brainstorming between supervisors. Each lab is
approximately four to six hours in length.
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Evaluations are completed at the close of each lab in order to gather feedback from participants.
After the first year is complete, Family Facets will create a comprehensive report to show the
State which aspects of the labs worked best and which should be revised.
The State’s original goal was to implement a three-tier approach to supervision training,
consisting of Clinical Supervision Training, Learning Labs and 360 Degree Evaluations.
Unfortunately, the State has had to cancel the 360 Degree Evaluations due to budget restraints.
Missouri’s Human Resources Center provides a large catalogue of courses which may be used
to satisfy the annual training requirement. Trainings are not child welfare specific, but do cover
topics relevant to agency work (e.g. Interviewing Skills, The Art of Negotiation, Flexible
Thinking, Emotional Intelligence, Managing Change, etc). External training opportunities may
also be approved to meet annual training requirements.
Professional Development
Missouri offers IV-E funding for those interested in pursuing a Master’s degree through a part-
time program. The University of Missouri Columbia and Washington University’s School of
Social Work both offer child welfare-specific courses, though none noted were supervisory
specific.
Missouri used training needs surveys in the past; however, they found that most surveys
produced generic responses. The State has since begun using focus groups of frontline
supervisors and trainers to gather feedback on training needs. Employee development plans are
completed annually through Missouri’s PERFORM appraisal system.
Supervisor Supports
Missouri organizes regional meetings for their supervisors. These meetings serve as an
opportunity to problem-solve and network. A Supervisor Conference was held in previous
years, but budget restraints have since put these on hold.
Partnerships
Missouri has partnered with the following entities regarding training for supervisors: Family
Facets, and other contracted agencies; University of Missouri Columbia; Washington
University’s School of Social Work; the National Child Welfare Resource Center for
Organizational Improvement; and Local courts.
Additional Information
In 2006, Missouri worked with the National Child Welfare Resource Center for Organizational
Improvement to develop a Supervision Strategic Plan. The State has a standing supervision
committee which meets quarterly to monitor progress on implementation of the plan.
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New Hampshire
Interview with Christine Tappan, Bureau Chief - Organizational Learning & Quality
Improvement,
NH Division for Children, Youth & Families
[email protected] • 603-271-4734
January 28, 2011
Supervisor Requirements
To become a supervisor in New Hampshire, one must hold a Bachelor’s Degree. After assuming
the position, a supervisor must complete a minimum of 30 hours of training each year. There is
some flexibility with the type of courses that satisfy these training hours (i.e. if a worker is
pursuing a degree, some coursework may be approved for satisfying these hours).
Approximately 25% of annual training hours are fulfilled through mandatory trainings; the
remaining hours are satisfied through trainings specific to each worker’s needs.
Pre-service Training
Approximately six years ago, New Hampshire enlisted the help of Ohio’s Institute for Human
Services (IHS) to establish a supervisor training program. The training is available to all new
supervisors and rising stars (those recommended or aspiring to become supervisors). The
course has been trained four times over the past five years. Originally, it was designed as a ten-
day intensive program. Since then, additional training opportunities have arisen that have
allowed the State to decrease the length of this program.
Traditionally, IHS has provided the trainers and has been responsible for updating the
curriculum. However, IHS is now encouraging the State to take over as they now have
extensive experience with the training. New Hampshire is currently examining how their
practice model can be infused into the training and hopes to have a revised curriculum
reflecting this model in the next few months. The State also intends to add a Train the Trainer
component.
Ongoing Training
New Hampshire utilizes Peter Senge’s personal mastery concept of The Five Disciplines of a
Learning Organization for its’ ongoing training model.
Professional Development
Annual Individual Training Plans (AITPs) are used to identify the trainings needs of each
supervisor. AITPs are designed around supervisor competencies and focus on cultivating
specific supervisor skills. For example, if a trend/problem has been identified within Children
and Families Services, and specific knowledge is needed to address this issue, a plan to train on
this knowledge will be added to each AITP. Training on new protocols and procedures are also
included in the AITP. The State has partnered with the University of New Hampshire’s Center
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for Professional Excellence in Child Welfare to help facilitate the AITPs. University of New
Hampshire (UNH) training liaisons meet directly with staff within each District Office on a
regular basis and maintain ongoing contact by phone and email. The training liaisons utilize
AITPs to guide training programs, as well as to process individual training requests from staff
members. The State has also partnered with UNH to create online trainings for child welfare
staff.
The Organizational Learning Council is a statewide group that works with DCYF training
contractors, community providers/stakeholders, youth and parents, and a few supervisors, to
advise on the training needs of supervisors and staff. The council is comprised of five
subgroups: technology, training evaluations, curriculum development, trainers and needs
assessments. Quarterly meetings are held.
Supervisor Needs Assessment
Action Plan
Several child welfare workers in New Hampshire have now completed the National Child
Welfare Workforce Institute’s (NCWWI) Leadership Academy for Middle Managers. The State
intends to use NCWWI’s Leadership Academy for Supervisors in the future.
New Hampshire’s Department of Health and Human Services offers a Supervisory Certification
Program which covers all of the skills needed to supervise within the State system. Topics
include personnel systems, managing within a public agency, administrative duties, etc. Most
supervisors will have completed the pre-service child welfare training prior to participating in
this program. The child welfare training group has worked with DHHS to ensure that training
topics are not duplicated in either program. The program is not child welfare-specific; however,
it is designed for workers in Health and Human Services.
Many supervisors in New Hampshire are trained as trainers. Trainer’s Day is an annual six-
hour training that endeavors to teach supervisors how to be effective trainers. The training is
optional. Those who participate are then eligible to facilitate State trainings and are typically
assigned one per year.
New Hampshire’s Division for Children, Youth and Families hosts an annual one-day
conference. Typically, workshops for supervisors are held during this conference. Several other
conferences available to supervisors include the Attorney General’s Conference, Casey Family
Services Diversity Conference and the Substance Abuse Conference.
In past years, New Hampshire has seen strong participation in IV-E funded higher education
programs. Unfortunately, this funding has been recently cut due to budgetary issues. The State
hopes to see this program restored in the near future.
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Supervisor Supports
In April 2011, district office supervisors began meeting to provide peer-to-peer support.
Meetings will be held quarterly and topics for each will be decided upon at the beginning of the
year. The meetings are facilitated by one of the participants. Assistant supervisors will also meet
quarterly in the same capacity. These meetings will be facilitated by a field administrator.
The Child Protection Field Administrator and Agency Director meet once monthly with
supervisors across the State for a Leadership Meeting. Though not intended to be a training
forum, this meeting sometimes serves as one. This is also an opportunity to update supervisors
on changes to protocol and procedure, as well as to plan for upcoming trainings.
New Hampshire has adapted Connecticut’s Seasoned Mentoring Model (developed in
conjunction with Fordham University). In this program, those who have been with the agency
for five or more years are matched with mentors who have been with the program for seven or
more years. Mentoring focuses on personal needs in addition to promoting a broader goal of
teamwork and leadership. The original intent was to provide the program to all staff; however,
the State has seen the greatest benefit for supervisors. The program is used to mentor rising
stars as well, with several participants having been promoted as a result.
Mentoring Program Description
Partnerships
New Hampshire has partnered with the following entities regarding training for supervisors:
Institute for Human Services (Ohio); Casey Family Services; University of New Hampshire; and
the Northeast and Caribbean Child Welfare Implementation Center.
Additional Information
New Hampshire has a very low turnover rate of supervisors; therefore, it can be challenging to
provide regular trainings. However, as a result of the State’s new practice model and the
Program Improvement Plan, New Hampshire has identified training practices for supervisors
as an important area for improvement.
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New York
Interview with Joan Richardson, Training Specialist at New York State Office of Children &
Family Services
[email protected] • 518-474-3481
January 7, 2011
Supervisor Requirements
New York is a state supervised, locally administered state. Each of the 58 Local Departments of
Social Services (LDSS) provides Child Protective Services (CPS). It is at the discretion of each
LDSS to determine whether to provide Prevention, Foster Care and Adoption services directly
or through a contract with a private, not for profit child welfare agency. The contracted agencies
have the discretion to establish their own standards for the education and preparation of those
in supervision and management positions. Many agencies require Master’s degrees.
To become a supervisor in one of New York’s public child welfare social service agencies, the
minimum qualification is a Bachelor’s Degree. Each of New York’s 58 districts hires child
welfare staff at its own discretion, within the confines of State and county Civil Service rules,
and therefore may institute requirements for Master’s degrees and/or specialized training. New
York does not have an annual training hour requirement for all child welfare staff. The annual
statewide training requirement for experienced CPS staff and supervisors is six hours.
Pre-service Training
The Office of Children and Family Services contracts with several state universities to provide
training to supervisors. NYS law requires that all Child Protective Services (CPS) Supervisors
complete the core CPS caseworker training sequence. In addition, they must complete
Supervisor CORE Modules I & IIA. Module I covers introductory topics for supervisors,
including leadership styles and functions; strengths and challenges of the position; worker
development; emotional and physical support; time management, etc. Module IIA covers topics
specific to CPS, including: informed decision‐making; assessing abuse/maltreatment; legal
issues; conflict management, etc. Each module is competency‐based. The curricula for Modules
I & IIA are currently being revised.
Supervisor CORE Materials
Overview of Safety and Risk PowerPoint
Supervisory Training Curriculum Review
CURRICULUM:
Module One (complete curriculum)
Module Two:
Cover Page
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Table of Contents
Act A: Integrating Supervisory Functions
Act B: Promoting Informed Decision Making
Act C: Promoting Child Safety
Act D: Assessing Abuse and Maltreatment
Act E: Supervising the Assessment of Risk During CPS Response
Act F: Conflict with Worker Safety
Act G: Examining Court Issues
Act H: Action Plan
Trainer's Guides:
LearnLinc Component A - Introduction to SET Behaviors
LearnLinc Component B - Overview of Safety
LearnLinc Component C - Overview of Risk
Ongoing Training
New York State has a comprehensive selection of generic courses for supervisors, including but
not limited to, Conflict Resolution, Managing Difficult Employees, Fundamentals of
Supervision, and Providing Effective Feedback. Some of these courses are offered using a
distance learning format. The State offers a Clinic on the Skill of Engagement for Supervisors
and Senior Caseworkers, which aims to strengthen supervisors’ awareness of their practice and
to improve their ability to engage workers. New York also offers Supervisory Critical Thinking:
Decision-Making in Child Welfare. In New York City, the Institute for Professional
Development in Human Services was developed to build proficiency and capacity in safety and
risk assessments in NYC child welfare agencies including borough offices and NYC voluntary
agencies. Also, New York City provides its own core training for CPS caseworkers. After each
delivery, the supervisors of the trainees are brought together for a seminar on the NYC OJT
Guide for Supervisors to become familiar with the guide and to focus on the learning base for
caseworkers.
Applying Critical Thinking Skills in Child Welfare Trainers Guide:
Cover Page
Morning Session
CPS Session
Foster Care Sessions
In 2007, the State enacted legislation to implement a family assessment response (FAR) practice
as an alternative means of addressing child maltreatment reports. New York contracted with
the American Humane Association to train its caseworkers and supervisors on the new practice.
Supervisors attend three training courses along with their staff. In addition, a specific training
for supervisors was created, titled Supervising a Practice Shift to FAR. Coaching sessions are
provided to help supervisors to use group supervision and to assist their staff in implementing
the practices in the field. Twenty-three counties have elected to implement this alternative
response to CPS investigation in at least one segment of their CPS reports.
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New York Family Assessment Response
Professional Development
New York provides IV-E funding for those interested in pursuing their Master’s degree in Social
Work. Currently, the Bureau of Training completes needs assessments for all child welfare staff.
The Office of Children and Family Services’ (OCFS) Regional Offices work closely with the
districts and agencies to identify or address training needs as they arise. These may be specific
to case practice issues, organizational issues and emerging needs, such as using logic models
and data to establish goals and track performance. Additionally, as part of a project with the
Northeast and Caribbean Implementation Center (NCIC), needs assessments will be completed
for all supervisors.
Supervisor Supports
New York’s Office of Children and Family Services’ (OCFS) has developed a Supervisor’s
Guide to Common CORE to help supervisors prepare their caseworkers for the job and to assist
them in overseeing the caseworker’s pre-service training. The State also provides a Supervisors’
Guide to Assessing Practice, which teaches supervisors how to improve casework practice by
providing better feedback to their caseworkers.
OCFS Regional Offices convene regular meetings for supervisors to discuss issues, identify
needs and share innovations across the districts. As part of the Regional Office’s Northeast and
Caribbean Child Welfare Implementation Center project, a peer network was piloted with
supervisors of family assessment response (FAR) units. Additional peer networks for all levels
of supervisors are planned for the future, as is a coaching program for supervisors. OCFS also
supports a training and coaching project in 14 districts on delivering casework through a
Teaming model. Supervisors receive training on using group supervision.
Partnerships
New York has partnered with the following entities regarding training for supervisors:
Northeast and Caribbean Child Welfare Implementation Center (NCIC); State University of
New York (SUNY) Albany; SUNY College Buffalo; SUNY Stony Brook; Hunter College;
Brookdale College; American Humane Association and Cornell University.
Additional Information
The State is currently working with the Northeast and Caribbean Child Welfare Implementation
Center (NCIC) to develop a better training and support system for supervisors. The goals of this
project include the following:
Implementation of a model of supervision that is outcome-focused, family-centered,
solution-focused, data-informed and supportive of an organizational climate that fosters
resilience in both staff and families.
Relevant, accessible manager and supervisory training programs and delivery systems
aligned with NYS’ case and supervisory practice model.
A system for coaching and mentoring supervisors in implementing these practice
models in alignment with the CFSR PIP strategies.
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Supports for local districts that complement their efforts to develop new staff.
Creation of peer networks for line and administrative supervisors.
Quality assurance and self-assessment tools to support the implementation of the
supervisory practice model.
Methods for building staff resiliency skills in order to protect new and current staff from
secondary trauma and burnout.
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North Carolina
Interview with Candice Britt, CFSR Coordinator, NC Division of Social Services
[email protected] • 919-334-1138
Ginger Caldwell, Program Consultant/Trainer, NC Division of Social Services
January 25, 2011
Supervisor Requirements
Child welfare services supervisors must complete a minimum of 72 hours of pre-service
training before assuming supervisory responsibilities and a minimum of 54 hours of additional
training that the Division of Social Services determines is necessary to adequately meet each
supervisor’s training needs. Subsequent to completion of these requirements, supervisors must
complete 24 hours of continuing education credits annually. Additionally, when a supervisor
assumes a new job function, he/she must complete a 200 Series, Tier 2 Training (applicable to
their new job function) within three months. North Carolina does not have any specific hiring
requirements regarding years of experience or educational background.
Pre-service Training
North Carolina requires that all supervisors and direct service staff complete a pre-service
blended training. The course is competency-based and is designed to be trained in the
classroom over 11-days, with an additional six-hour online training and two-hour
asynchronous training. The course is offered frequently (16 sessions per six month period), and
is trained by state staff at the four regional training centers.
Additionally, all supervisors must complete North Carolina’s Introduction to Supervision
course within one year of being hired. This training helps supervisors to identify their
supervisory and learning styles, as well as teaches them how to develop relationships with staff
and how to effectively use professional development plans. The course is trained over six days
(54 hours), which includes three days in the classroom, a break to complete transfer of learning
activities, and then three more days in the classroom to review and reflect on their experiences.
All participants must complete a knowledge assessment at the end of the course.
Ongoing Training
North Carolina offers one ongoing training course specific to supervision. Staying Power! A
Supervisor’s Guide to Coaching and Developing Child Welfare Staff was recently revised by the
Jordan Institute for Families at the UNC-Chapel Hill School of Social Work, and was originally
created as part of NC’s Recruitment and Retention Project. The course is trained over three
days, and teaches supervisors how to improve their ability to orient new hires, support existing
staff, recognize and respond appropriately to signs of worker disengagement and burnout, and
support staff as they cope with the trauma inherent in child welfare work.
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Professional Development
North Carolina offers IV-E funding for supervisors interested in pursuing a Bachelor’s or
Master’s degree in social work.
All child welfare staff is able to create individual Training Portfolios online. This program helps
staff to make thoughtful and appropriate plans when considering their future training
schedules.
North Carolina, in collaboration with the Jordan Institute, publishes several newsletters for their
child welfare staff and supervisors:
Fostering Perspectives: provides insightful articles, poetry, and information for and by
foster and adoptive families. A special section called "Kids' Pages" displays the talents of
North Carolina's foster children. Published twice a year.
Children's Services Practice Notes: provides information on current research,
recommended practices, and initiatives for child welfare workers in North Carolina.
Published four times a year.
o Sample Practice Notes Newsletter
Training Matters: provides information on the training offered by the N.C. Division of
Social Services for North Carolina's child welfare professionals. Published four times a
year.
o Sample Training Matters Newsletter
MRS!: provides key information to county departments of social services as they put into
practice the strategies and principles of the Multiple Response System (MRS), North
Carolina’s ongoing child welfare system reform effort. Published quarterly.
Some supervisors will use the Children’s Service Practice Notes newsletter to train their staff.
Supervisor Supports
A Child Welfare Advisory Committee was formed while North Carolina was working on its
Program Improvement Plan. The group worked with the National Child Welfare Resource
Center for Organizational Improvement and the National Resource Center for Child Welfare
Data and Technology to complete a supervision strategic plan. This committee continues to
serve as an advisor to the State and reports information related to supervision practices and
training from the field.
Monthly conference calls are held by division staff to update workers on changes in policy, as
well as to hold discussions on current hot topics. Often experts are used for the calls. The calls
typically last 1 ½ hours and many supervisors participate. Recent call topics included cultural
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competency, family finding, and improving educational outcomes. North Carolina will soon
switch these calls over to a webinar format.
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North Dakota
Interview with Peter Tunseth, CFS Training Center Director
[email protected] • 701-777-3258
January 14, 2011
Supervisor Requirements
In order to become a supervisor in North Dakota, one must hold a Bachelor’s degree in social
work and be currently licensed as a social worker. The required years of prior experience in
child welfare depends on the educational background of the candidate, as well as the county in
which the candidate is applying. Additionally, all supervisors must be Child Welfare Certified.
Certification can be obtained through completion of a 17-day course designed to be trained
within 12 months of assuming a position in child welfare.
All licensed social workers must complete a minimum of 30 training hours every two years.
Ongoing Training
Training plans for supervisors are developed annually through a collaborative effort by
supervisors, the State and the Children and Family Services Training Center. Because North
Dakota has a very low supervisor turnover rate (approximately two or three supervisors per
year), there are rarely large training classes. As a result, North Dakota must be creative in
offering effective and cost efficient trainings. Every few years, a more extensive supervisor
training will be offered. The State has contracted with Marsha Salus several times to train
supervisors in one-week sessions; the most recent training was titled, “Managing and Leading
Change.”
Professional Development
Statewide supervisor meetings are held on a quarterly basis. During these meetings, supervisors
work with the Training Center Director to discuss training areas they would like to focus on in
the future. The Training Center often provides a training opportunity at one of the four
meetings each year.
Regional supervisors also meet with one another on a regular basis. These meetings include
regional supervisors, caseworker supervisors, and caseworkers. Regional trainings often take
place at these meetings. Additionally, the meetings provide an opportunity for sharing policy
updates and troubleshooting.
Supervisor Supports
A Core Supervisory Group was formed following the creation of North Dakota’s Program
Improvement Plan. The group is primarily made up of supervisors, but also includes county
directors, state office administrators and frontline staff. One of the goals of this group is to
strengthen the supervisory model in the State.
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Recently, there has been discussion around creating a formal supervision network in the State.
Because the State is small and has very little staff turnover, it is a good candidate for such a
program. No initiatives have been introduced as of yet, but discussions continue.
Partnerships
North Dakota has partnered with the following entities regarding training for supervisors:
Butler Institute for Families - trained North Dakota on implementing learning circles for their
supervisors; University of North Dakota; and various members of the Children’s Bureau T/TA
Network.
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Ohio
Interview with Sandy Parker, Training Manager, Institute for Human Services
[email protected] • 614-251-6000
January 10, 2011
Supervisor Requirements
In order to become a supervisor in Ohio, one must meet the requirements of the county in
which one is applying. Many counties now require a Master’s Degree, preferably in social work
or a related subject; some counties require social work licensure. Currently, there is no required
minimum for prior years of experience.
The Ohio Administrative Code states that all Public Children Services Agency (PCSA)
Supervisors must receive 60 hours of Supervisory CORE training during their first year of
employment and 12 hours of domestic violence training within the first two years of assuming
the position. Following completion of the CORE training, all PCSA supervisors must complete a
minimum of 30 hours of in-service training annually.
Pre-service Training
Ohio conducts a Supervisor CORE training for all new supervisors, designed by the Ohio Child
Welfare Training Program (OCWTP). OCWTP is the entity designated to provide training to all
child welfare caseworkers, supervisors, and resource families in Ohio. The CORE training
includes the foundational skills, including both administrative and clinical, needed by
supervisors during their first year. The training is competency-based and contains six 12-hr
training modules. The content is presented in the form of lecture, group participation, and small
group activity and worksheets. Each module builds on the skills learned in the previous
modules. Many modules have pre-training elements which supervisors must complete prior to
attending each workshop. Additionally, some modules have post-training elements which are
designed to promote transfer of learning.
Module I: Casework Supervision
Module II: Leadership in Child Welfare
Module III: Communication, Conflict and Change
Module IV: Improving Individual Staff Performance
Module V: Professional Development of Staff
Module VI: Collaboration and Teamwork
The curriculum is trained by certified trainers, who have completed a Train the Trainer course.
Most trainers have previous child welfare experience, as well as some supervisory or
management experience. All trainers are periodically reviewed by OCWTP through classroom
observation and material reviews and are evaluated by all trainees. The trainer certification and
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evaluation processes are in place to ensure that training is effective, content is accurate and
sources are current.
Many county directors have asked their non-PCSA supervisors to attend the CORE training. In
order to accommodate these supervisors, OCWTP has placed all training specific to casework
supervision in Module I; thus non-PCSA supervisors only need to attend Modules II thru VI.
Any states interested in learning more about Ohio’s pre-service Supervisor CORE Training
Curriculum can contact The Institute for Human Services (614-251-6000), or Sandy Parker
([email protected]). Ohio has worked with several states to adapt this curriculum to
individual state needs.
OCWTP also offers Orientation and Readiness Programs for all new child welfare staff. The
Supervisor Readiness program is designed to prepare new supervisors for meeting their specific
job responsibilities. The materials are available online so that new supervisors can review them
prior to attending the pre-service CORE training. All Orientation and Readiness materials
include a checklist of topics, readings, worksheets, activities and other resources. The program
can be individualized according to the needs of the supervisor and/or agency. A coach is also
available for the supervisor to consult on any of the materials.
Ongoing Training
A variety of Specialized and Related training topics are available for supervisors through Ohio’s
Regional Training Centers (RTC). As with the CORE training, workshops and trainers must be
approved by OCWTP. Each RTC offers workshops on a quarterly basis, based on the needs or
requests of their constituents. Most trainings are six hours in length and taught in the
classroom. The Supervisor Specialized and Related trainings are competency-based.
Specialized Training Competencies
Related Training Competencies
Examples of some of the Specialized or Related training topics include:
The Art of Listening and Confronting Conflict for Caseworkers and Supervisors
Coaching Emotional Intelligence for Supervisors
Cultural Competence for Supervisors
Ethics, Confidentiality, Boundaries and Responsibilities
Professional Ethics and Culture
Keys to Developing a Professional Staff
Coaching Staff for Effective Documentation
The Art of Strategic Persuasion
Managing Difficult Conversations
So You Want to Be a Supervisor
Your Role as a Managerial Supervisor
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OCWTP collaborates with other agencies and organizations to address certain training topics,
new initiatives, etc. Ohio child welfare staff may also attend trainings offered by outside public
or private agencies, as approved through their respective agencies.
Professional Development
The Annual Public Child Welfare Association of Ohio (PCSAO) Conference is available to all
supervisors and managers, as well as other child welfare staff. The conference provides
workshops, trainings and networking opportunities. OCWTP is considering hosting a
Supervisor Reception at the 2011 conference to recognize supervisors and the important role
they play in the child welfare system.
For the past four to five years, two regions in Ohio have offered annual conferences for their
supervisors. These conferences are designed primarily for supervisors within the training
region; however, supervisors from other regions may attend.
Supervisor Supports
OCWTP has a Supervisor CORE work team whose primary responsibility has been to provide
consultation regarding the Supervisor CORE curriculum. Currently, this group is focused on
better understanding the needs of Ohio’s child welfare supervisors. To help accomplish this
goal, the group has added nine active supervisors from around the State to provide information
on issues that need training attention, as well as provide ideas for better supervisory supports.
OCWTP completed a survey in 2010 regarding supervisors’ interest in receiving a newsletter
specific to supervision. Having received a positive response, OCWTP began offering the
newsletter in February 2011. The newsletter includes a section on transfer of learning on a
specific topic, a spotlight on promising practices, and recognition of a supervisor who has been
doing outstanding work.
Partnerships
The University Partnership Program (UPP) is a unique partnership among the Ohio
Department of Job and Family Services, Ohio’s public universities' schools of social work, the
Public Children Services Association of Ohio, Ohio’s 88 PCSAs, and the Ohio Child Welfare
Training program. A major goal for the UPP is to provide Ohio's public children services
agencies with well prepared caseworkers, who come to their jobs with a career commitment
and a full understanding of the field of child welfare. OCWTP has recently offered access to
their Supervisor Readiness materials to be used to help orient students to supervisory work.
Additional Information
Ohio is in the process of rolling out a new Learning Management System. This system will be
tied to the training program and will provide a formal process for tracking training
participation, Individual Training Needs Assessments, and professional development plans.
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Oklahoma
Interview with Donna Girdner, Director, DHS Child Welfare Training Program
[email protected] • 405-573-6806
January 4, 2011
Supervisor Requirements
To become a supervisor in Oklahoma, one must have two years of previous experience in child
welfare. Preference is given to those with a Bachelor’s or Master’s degree in social work. All
supervisors must complete a minimum of 40 hours of training per year; 24 of the required hours
must be supervision-specific.
Pre-Service Training
Oklahoma requires that all supervisors complete the Child Welfare Supervisor Academy within
six months of being hired. The course is taught over five days at the Oklahoma University/DHS
Training Facility. In addition to being trained by the Child Welfare Training Program (CWTP)
at Oklahoma University staff, there are usually approximately ten outside experts who present
on specialty topics (i.e. lawyers, police). Currently, the training is not competency-based;
however, there are plans to create a pre and post test in order to measure the effectiveness of the
academy.
Supervisors are also required to participate in the Field Operations Division (FOD) New
Supervisor Academy. This course is not child welfare specific; however, it does cover broad
managerial and administrative topics. The course consists of 18 sessions spread over a six-
month period.
Ongoing Training
The Child Welfare Training Program (CWTP) at OU offers several courses specific to
supervision, including:
How to be a Good Clinical Supervisor in Child Welfare
Supervisory Issues in Child Sexual Abuse
High Performance Team: Creating Teamwork in the Workplace
Ethical Issues for Lead Workers
Safety Planning for Supervisors
Beyond Listening to the Employee
Supervisors' Conference
Effective Leadership
Art of Constructive Confrontation
Ten Tips for Supervisors
Supervising for Retention
Developing Worker Competency
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Making the Transition to Supervisor
Packaging Your Communications Skills
Evidence-Based Practice
Hiring Child Welfare Workers
Your Well-Being for their Well-Being
These courses are optional and can be used by supervisors to satisfy the annual training hour
requirement. Individual instructors write the curriculum for each course and most are taught in
one to two days. Recently, a five-day course on Safety Planning for Supervisors was offered to
those with two or more years of experience and approval from a county director.
Professional Development
Oklahoma University offers a Child Welfare Professional Enhancement Program. This program
provides IV-E funding to child welfare staff interested in pursuing a Master’s degree in social
work. Supervisors are strongly encouraged to take advantage of this opportunity.
For child welfare workers who are interested in becoming supervisors, CWTP offers Level III
courses. These courses allow workers to “get their feet wet” and better understand what would
be expected of them as supervisors. Participation is optional and staff must gain approval from
their supervisor to enroll.
Oklahoma places liaisons in each area of the State (six total areas with three liaisons per area)
for supervisors to consult regarding training needs. Liaisons speak with supervisors on a daily
basis and report their findings back to CWTP. CWTP is then able to use this feedback to design
future trainings for supervisors. The Field Office develops professional development plans for
supervisors; however, these are not overseen by CWTP.
Supervisor Supports
Oklahoma uses Case Consultation Groups to provide supervisors with a support system
around difficult cases. Each group includes approximately ten supervisors and is led by
someone with strong child welfare clinical experience. The leader is not associated with DHHS,
so as to allow supervisors to speak confidentially and comfortably in each group. There are 14
groups around the State and each meet on a quarterly basis. During the meetings, supervisors
discuss challenging cases and provide feedback and suggestions to one another. Oklahoma also
organizes monthly area supervisory meetings. Area liaisons attend these meetings as well. The
meetings serve as an opportunity for problem solving and networking.
Oklahoma offers a supervisory conference each year. Supervisors from across the State attend
and each meeting offers a keynote speaker. This conference helps to boost morale and provide
support to supervisors.
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In previous years, Oklahoma offered a mentoring program for supervisors. Mentors were
available to assist with any needs of the supervisors (i.e. guidance on procedures, advice on
cases). Unfortunately, this program has stopped due to budget limitations.
CWTP publishes a Supervisor and Mentor Guide for all child welfare staff. This resource
provides useful materials for supervisors, as well as information about navigating the State’s
child welfare training requirements.
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Oregon
Interview with Marty Lowrey, Training Director, Portland State University School of Social
Work
[email protected] • 503-315-4273
February 28, 2011
Supervisor Requirements
To become a supervisor in Oregon, one must hold a Bachelor’s degree. Previous experience in
child welfare is highly valued and is considered in the hiring process. Currently, there is no
requirement for annual training hours or continuing education units.
Pre-service Training
Oregon’s Department of Human Services’ child welfare program has formed a partnership with
Portland State University (PSU) School of Social Work to provide training to child welfare
workers. The partnership’s training unit is housed in the Center for Improvement of Child and
Family Services at PSU.
Oregon’s partnership training unit provides a Clinical Supervisory Training. Once hired, a
supervisor is required to participate in the next available training cohort. The six-module
foundational curriculum was developed by Marsha Salus and has been modified by PSU’s
training unit to meet the specific needs of Oregon (all modifications have been approved by
Marsha). The training takes place over a six-month period, with two days of training per month.
Dan Garris, the Supervisory Instructor of PSU’s training unit, is the head trainer, in addition to
some specialists from DHS’s human resources department who co-train on administrative
topics. All modules are competency-based:
Module I: Effective Leadership: Making the Transition from Social Worker to Supervisor
Module II: Achieving Excellence in Staff Performance
Module III: Building a Cohesive Workgroup
Module I: Promoting the Growth and Development of Staff
Module V: Case Consultation and Supervision
Module VI: Managing Effectively within the Organization: Managing Up and Managing
Change
Action plans are created for supervisors at the close of each module; the plans are used to apply
training concepts in between modules. At the beginning of each module, supervisors discuss
their experiences with applying the skills from the previous module.
Dan Garris has created a supplement to this training called, Review of Curriculum Concepts for
Supervisors (ROCCS). ROCCS is a 32-page curriculum review, designed as a desk reference and
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transfer of learning tool which provides a three to four page review of each of the six
supervisory modules.
In addition to the Clinical Supervisory Training, the Department of Human Services requires
that all child welfare supervisors take the following courses:
Required within 30 days of assuming the position:
Introduction to Learning Center
Privacy, Security, DHS and You (Part I & II)
Cultural Competency/Diversity at DHS
Confidentiality in Child Welfare
Required within 60 days of assuming the position:
Multi Ethnic Placement Act
Adoption and Safe Families Act
Interstate Compact on the Placement of Children
Youth Transitions and the Independent Living Program
Behavioral Rehabilitation Services
Ongoing Training
Oregon does not offer a specific ongoing training program; however, specialized trainings are
provided for supervisors on an as-needed basis. The training partnership provides a Self
Sufficiency Training for all supervisors, in addition to a Wrap Around training, which orients
supervisors to the wrap around approach.
Professional Development
IV-E funding is available for supervisors who would like to pursue their Master’s degree. PSU’s
curriculum includes several supervision courses. Additionally, PSU is the recipient of the
Culturally Responsive Leaders Traineeship grant, a five-year program funded by the National
Child Welfare Workforce Institute and the Children’s Bureau. The purpose of this project is to
create a specialized MSW pathway for culturally competent and responsive emerging leaders in
public, tribal, and community-based child welfare systems. Students selected for the program
receive financial assistance, specialized curriculum in leadership, and field placement
experiences to support the development of culturally responsive management skills and
practices in child welfare.
Oregon’s Department of Human Resources offers a leadership academy for supervisors. This
training is broad based and not child welfare specific.
A two-day Statewide Supervisory Conference was hosted by Oregon’s DHS this year, which
they hope to continue in subsequent years. Several partnership trainers attended and provided
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trainings on various topics. Prior to the conference, a survey was disseminated to collect
information on topics supervisors were interested in discussing.
Quarterly meetings are held in five different locations for supervisors. Quarterlies are
mandatory for supervisors and are periodically combined with the child welfare managers’
meeting. Historically, meetings have been administrative in nature; however, the partnership is
now working to develop a training component for each meeting. These trainings are being
designed to build on the pre-service supervisory training.
The partnership’s Supervisory Instructor, Dan Garris, attends some of the quarterly meetings to
gather input on the training needs of supervisors. The partnership works hard to create a
relationship with supervisors in order to encourage open communication between the two.
Supervisors are polled at the end of the pre-service training to gather information about
additional training needs.
Supervisor Supports
Oregon is in their first year of a new mentor program for supervisors. At the close of the pre-
service Clinical Supervisory Training, supervisors receive an orientation on the mentoring
program. During this orientation, supervisors will receive a list of mentors, including
information about each mentor’s location, demographics, and any specializations (supervisors
interested in a specific supervision area can then choose based on specialty). All mentors have
previous child welfare supervision experience and must attend training on mentoring before
they are able to participate in the program. Supervisors will consult with their superiors to
choose an appropriate mentor. Once a match has been made, the goal is to have a face-to-face
meeting once per month (frequency of meeting is flexible in order to suit all supervisors’ needs).
The pair will also meet with a manager on a regular basis. The program is designed to end after
one year, but PSU anticipates that some relationships may extend informally. Participation in
the program is not required, but highly recommended; if a supervisor elects not to participate,
his/her supervisor must approve the decision. Peter Dahlin, a private contractor from
California, has been hired to provide the training for mentors. At present, training has been
offered twice. One mentee class has now graduated and is in the matching process with
mentors. Oregon’s training partnership is tracking the implementation of this program carefully
to ensure that the program does not become burdensome for participants.
The partnership maintains a Supervisory Resource Website. Orientation to the website is
provided during the pre-service training. Information, resources, and tools are shared on the
website. Additionally, supervisors can track their supervisee’s training attendance on the
website. The training partnership has also developed an Activity Guide for supervisors to use
with their workers.
Additional Information Oregon has begun discussing the use of Podcasts for future trainings.
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Pennsylvania
Interview with members of the Child Welfare Training Program at University of Pittsburg:
Maryrose McCarthy, Director: [email protected] • 717-795-9048 ext. 202
Sharon England, Curriculum/Trainer Development Department Manager: [email protected]
717-795-9048 ext. 299
Jen Kerr, Curriculum/Trainer Development Supervisor: [email protected] • 717-795-9048 ext. 237
Maryann Marchi, Curriculum and Instructional Specialist: [email protected]
717-795-9048 ext. 240
February 11, 2011
Supervisor Requirements
Pennsylvania does not have any state-mandated requirements for child welfare supervisors.
Pennsylvania has a state-supervised and county-administered system; accordingly, each county
establishes its own hiring requirements.
All supervisors must complete a minimum of 20 hours of training per year. For those
supervisors with licenses (e.g. Licensed Social Workers), there are additional annual training
hour requirements.
Pre-service Training
Pennsylvania requires that all child welfare supervisors complete a 60-hour Supervisory
Training Series. For supervisors who have been promoted from within the agency, the training
must be completed within 18 months of assuming the position. For those hired from outside of
the agency, the training must be completed within 24 months of assuming the position, after
completion of the 126-hour caseworker training. The Supervisory Training Series covers five
topics, each trained for 12 hours over a two-day period:
Module 1: Managing Results
Module 2: Managing for Behaviors
Module 3: Coaching for Excellence in Practice
Module 4: Managing Diversity
Module 5: Transfer of Learning: The Supervisor’s Role in Developing Staff
The curriculum is currently being revised and the State plans to pilot the updated curriculum
by July 2012. The new courses include:
Module 1: The Preparatory and Beginning Phases of Child Welfare Supervision (12
hours)
Module 2: Living the Mission of Child Welfare (12 hours)
Module 3: Middle/Work Phase of Supervision (24 hours)
Module 4: Managing Diversity through the Employment Process (6 hours)
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Module 5: Endings and Transitions: Managing Staff Retention, Satisfaction and
Separation (6 hours)
The curriculum is competency-based and covers both child welfare-specific topics and
supervisory/management-specific material. The series is trained by contractors who have prior
experience in supervising child welfare. The training is held regionally and is offered 12 times
per year.
Ongoing Training
The Child Welfare Training Program offers 45 specialized and related supervisors courses
which are available to supervisors after completion of the pre-service training. These courses
are used to satisfy the annual training requirement. Most courses are 6-12 hours in length and
are trained by contractors at the regional level.
Available curriculum and materials online include:
Strength-Based, Solution-Focused Supervision
Coaching Grammar and Case Documentation
Supervisory Issues in Child Sexual Abuse
Supervisory Skills & Knowledge Related to Substance Abuse
Supervisory Skills & Knowledge Related to Case Planning and AOD Use/Abuse
Additionally, supervisor training events are held on the regional level. The frequency of these
events has recently increased from three per year to seven per year. These serve as
opportunities to provide legislative updates, deliver workshops based on need, and network.
Professional Development
Pennsylvania offers two university programs, Child Welfare Education for Leadership (CWEL)
and Child Welfare Education for Baccalaureates (CWEB). The CWEL program is a cooperative
effort among the United States Administration for Children and Families, the Pennsylvania
Department of Public Welfare, the Pennsylvania Child and Youth Administrators and eleven
accredited schools of social work in Pennsylvania. Its goal is to strengthen public child welfare
services in Pennsylvania by providing educational opportunities at the graduate level for public
child welfare personnel. Qualified persons who are admitted to any of the approved schools on
either a full- or part-time basis may receive substantial financial support in return for a
contractual obligation to continue employment with the sponsoring agency following their
studies. Pennsylvania has graduated over 400 students from the CWEL program to date. The
CWEB program is similar to CWEL, but is offered to those pursuing a Bachelor’s degree.
Some counties have recently begun using the National Child Welfare Workforce Institute’s
Leadership Academy for Supervisors. Transfer of learning activities have also been developed
to assist supervisors in overseeing their caseworkers’ acquisition of new skills.
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Individual training needs assessments (ITNAs) are completed following the Supervisory
Training Series, and completed every three years on the county-level thereafter. Training needs
are also regularly measured through evaluations given at the close of employee workshops. All
information collected from ITNAs is maintained in a database from which reports are run on a
regular basis. Available trainings are reviewed to ensure that all competencies are being met. If
needs are not being met, the training group will investigate how to satisfy the need (e.g. add
new trainings, conferences, outside agency trainings). Professional development plans are also
used as part of a Transfer of Learning supervisory course. Pennsylvania recognizes the
importance of professional development plans and is committed to improving their use of
them.
Supervisor Supports
Supervisors hold quarterly practice sessions to discuss new initiatives, brainstorm, share
resources and network. These are held at six to eight locations around the State. Supervisors are
surveyed prior to the meetings to ensure that the session addresses their training needs.
Partnerships
Pennsylvania has collaborated with several groups to provide supervisor training and support.
The State’s original pre-service training was created in collaboration with Ohio’s Child Welfare
Training Program. More recently, Pennsylvania has used an expert from CWLA, Judith Rycus,
to provide recommendations on revising the Supervisory Training Series. Also, Dr. Martin of
Bryn Mawr College has worked with the State on these revisions.
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Rhode Island
Interview with Lori Herz, Training Consultant, URI Center for Human Services
[email protected] • 401-456-4621
Deborah Mathews, Program Director, URI Center for Human Services
[email protected] • 401-874-4167June 7, 2011
Supervisor Requirements
In order to become a supervisor in Rhode Island, one must have a Bachelor’s Degree in social
work, child development, psychology or sociology and three years of experience as a social
worker in public child welfare. Any caseworker who is interested in becoming a supervisor
must take an exam. Once the prospective supervisor has completed all of the necessary
requirements and passed the exam, his/her name is placed on a waiting list. When the
Department of Children, Youth and Families (DCYF) needs to fill a vacancy in a supervisory
position, a committee meets to conduct oral interviews with the candidates who have been
placed on the waiting list. Supervisors can be hired from outside of DCYF, but most often
caseworkers are promoted from within.
State legislation requires that all agency staff receive a minimum of 20 hours of training per
year. There is no requirement that supervisors maintain a social work license.
Pre-service Training
Rhode Island does not offer pre-service training to its child welfare supervisors. The hiring
process, which requires that caseworkers transition directly into their supervisory positions,
makes it difficult to provide training prior to the supervisor assuming his/her new supervisory
responsibilities.
Ongoing Training
In 2004, following the completion of Rhode Island’s CFSR, the State decided to create a
mandatory CORE Supervisory Training Program. A group of supervisors and administrators
formed a team to brainstorm ideas and develop curriculum for the CORE training. After
completing focus groups and compiling data, the team created the Standards and Competencies
for Supervisors and the CORE curriculum. From 2005-2008, the curriculum was trained to five
diverse cohorts of supervisors, each from different levels of experience and service areas.
Following this period, data from evaluations was collected and used to amend the curriculum.
The CORE Supervisory Training administered by Rhode Island today is a combination of the
original amended curriculum and some new units related to the State’s initiative to introduce a
new System of Care to the State’s practice.
The CORE Supervisory Training consists of 16 units (three to six hours in length) organized into
three modules. Each of the modules and units can be trained separately thereby allowing the
State to mix and match units as needed. Most of the units are trained by trainers from the
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University of Rhode Island’s Center for Human Services; however, a few are trained by
specialists in the field (e.g. University Professor, experienced DCYF supervisor, State staff).
Following is an outline of the CORE modules and units:
Module I: Leadership Supervision
o The Supervisory Role
o Supervisory Practice Standards
o Strength-based Supervision
o Technology to Support Supervision, Data Analysis and Reporting
o Managing for Performance and Personnel Issues
o Modeling Systems of Care Principles and Meeting Practices (Under
development)
o Quality Assurance: Ensuring Best Practice
o Change Leadership
Module II: Education Supervision
o Building Positive Relationships with System of Care Partners
o Values Clarification
o Ethics, HIPAA and Confidentiality
o Building Healthy Relationships in the Workplace
Module III: Supportive Supervision
o Employee Assistance Program
o Legal Issues
o Managing in a Multicultural Environment
o Supervising a Multigenerational Workforce
Rhode Island is currently developing a learning lab unit to be added to this CORE training.
Learning labs will provide an opportunity for supervisors to work together within DCYF as
well as an opportunity to collaborate with outside community supervisors. Currently, all CORE
units are trained in the classroom; however, the State plans to add an online component to the
learning lab unit.
As a result of Rhode Island’s low supervisor turnover rate, the CORE training is not offered on
a regular basis; rather, State administrators request that a new training cohort be organized
whenever they anticipate hiring a new group of supervisors.
Professional Development
Rhode Island is not able to offer regular professional development opportunities because of
limited funding; however, members of the provider community and some sister agencies open
their training opportunities and conferences up to DCYF staff periodically.
Rhode Island offers a limited educational leave program for State staff. Currently, DCYF’s
Family Services Unit provides one full-time educational leave award for a worker pursuing an
MSW (half of the tuition is paid by the State and the employee’s salary is paid while they are on
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leave from work) and two part-time educational leave awards for workers interested in any
degree program (the employee is given one day paid leave from work each week).
Currently, training needs assessments are not utilized in Rhode Island; however, the State plans
to add a training needs component to the Learning Lab unit under development. At present,
Rhode Island reaches out to supervisors on an informal basis to ask what they need for training.
The State also collects evaluations from all regular in-service trainings.
The State used an Individual Learning Needs Survey & Individual Learning Plan Tool in
conjunction with the CORE Training to develop a learning plan for supervisors. It is utilized
three times during a new supervisor’s 6-month probationary period: at the beginning of the
probationary period (pre-caseload); at the three-month mark; and at the six-month mark to
create an on-going learning plan. Following the probation period there is no system for the State
to track professional development plans; however, supervisors and caseworkers are encouraged
to review their learning plans on a regular basis.
Supervisor Supports and
Supervisors meet with their regional directors on a weekly basis. Currently, there are no formal
statewide meetings among supervisors. During the development of the CORE curriculum,
supervisory forums of approximately 40 supervisors were held bi-weekly. These meetings
served as an opportunity for supervisors to speak with one another and share ideas/concerns
with the regional directors. Supervisors valued this time and the State hopes that adding the
Learning Labs component to CORE will bring supervisors together in a similar manner again.
Also, as a result of the State’s size, supervisors often see each other in informal settings (i.e.
committee meetings within the child welfare field).
Also of note, upper management in DCYF has completed a Leadership Series and Strengths
Coaching training in the past. This training has produced a group of 15 managers who have
chosen supervisors from their division to coach (usually for a three to four month period). In
this scenario, the coach is out of the supervisor’s chain of command, making the supervisors feel
comfortable being open and honest about their work. This program is currently on hiatus, but
the State hopes to revive it in Fall 2011.
Partnerships
Rhode Island has partnered with the following entities regarding training for supervisors: URI
Center for Human Services; Child Welfare Institute at Rhode Island College School of Social
Work; Rhode Island Foster Family Association; and The Casey Foundation.
Additional Information
Rhode Island is in the process of instituting a System of Care Model. Two years ago, the State
started Phase I of the transition which focused on children who were still in the home and were
at-risk for being removed. Family Care and Community Partnerships were created to provide
services to the affected families. Recently, the State released Systems of Care Phase II to create
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lead agencies to help children who are out of the home or are under the legal supervision of
DCYF. As a result of this new model, the CORE Supervisor curriculum is being amended to add
training elements related to the new SOC Model.
The State is also in the process of creating a Supervisory Practice Standard Guide. Trainings will
be created to teach supervisors how to use this guide.
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Vermont
Interview with Sarah Gallagher, Child Welfare Training Partnership Coordinator
[email protected] • 802-656-3354
and
Sheila Duranleau, Operations and Policy Manager, Vermont Department for Children and
Families
[email protected] • 802-241-2669
January 19, 2011
Supervisor Requirements
Vermont strongly prefers that supervisors hold a Master’s degree. For those with a Bachelor’s
degree, Vermont prefers that one has 18 months of previous experience in child welfare.
All supervisors and child welfare staff must complete a minimum of 30 training hours per year.
Training does not need to be supervisory specific.
Ongoing Training
Because Vermont has a very low supervisor turnover rate and small supervisor population,
there is rarely opportunity for large training classes. As a result, Vermont must be creative in
offering effective and cost efficient trainings. The State has developed a holistic framework in
their approach to supervisory training and support. Trainings opportunities are organized at
the state, agency and division level. Vermont’s model supports the idea that group training
fosters more effective learning; therefore, supervisors and their staff are trained together.
At the agency level, Vermont is now offering the first round of a 3-day Supervisory
Foundations Class. This training focuses on core topics essential to child welfare supervision,
including:
Introduction to Emotional Intelligence
Research and Concepts to Consider
The Supervisor’s Role
Motivating Staff
Communication Skills
Legal and Policy Issues
Managing Performance.
Completion of this training will become a State requirement for new supervisors in the future,
and possibly for veteran supervisors as well.
Vermont uses the curriculum “Building a Model and Framework for Supervision” for
individual training sessions with supervisors. The National Resource Center for Family-
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Centered Practice and Permanency Planning and the National Child Welfare Resource Center
for Organizational Improvement created this document to examine the responsibilities and
needs of supervisory staff and develop an organizational framework to support effective child
welfare supervision. Supervisors in Vermont use this curriculum to self-study and then meet
with a mentor to review the materials and ask questions.
The State develops trainings for all child welfare staff when a new practice or policy is
implemented. Separate training sessions for supervisors are often provided to teach how to
supervise the new change.
At the division level, Vermont worked with the National Child Welfare Resource Center for
Organizational Improvement to create a Supervisory Role Design (completed March 2010).
Goals of the strategic plan included developing and updating supervisory orientation and
ongoing trainings. The Supervisory Orientation workgroup has now finished their product and
it is under review. Ongoing training will be rolled into Vermont’s current project with the
Northeast and Caribbean Child Welfare Implementation Center (NCIC). Vermont is working
with the NCIC to implement their new practice model.
Professional Development
At the state level, Vermont’s learning center, The Summit, hosts a nine-day Supervisory
Development Program. This program is available for all supervisors in state government and is
therefore not child welfare specific. Each participant has his/her own development plan and
takes courses appropriate to his/her plan. Courses cover the following topics: Effective
Communication; Enhancing Productivity; Interviewing and Hiring; Managing Your Time; and
The Universe of Labor Relations.
Currently, formal training needs assessments are not utilized in Vermont. However, the
training coordinator assigned to each district discusses training needs with supervisors on an
individual basis and makes recommendations for available trainings, as well as provides the
opportunity to review pertinent training materials with the supervisor. The training coordinator
serves as a mentor and coach to the supervisors in his/her region.
Supervisor Supports
There are several opportunities for supervisors to meet with one another in Vermont.
Supervisors meet bi-monthly at the state level and then with division leadership staff in the off
months. These meetings are modeled around the learning circles approach. Supervisors decide
on topics prior to each of these meetings. District and Intake/Investigation Unit supervisors also
meet with each other on a regular basis. Additionally, reflective supervision groups have
formed and meet on a regular basis. These meetings serve as an opportunity to reflect on one’s
practice and learn from one another. One of the goals of the strategic plan is to evaluate whether
this supervisory support system is meeting needs, or if it should be updated.
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Partnerships
Vermont has partnered with the following entities regarding training for supervisors:
University of Vermont; the National Child Welfare Resource Center for Organizational
Improvement; and the Northeast and Caribbean Implementation Center.
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Virginia
Interview with Vernon Simmons, Training Manager
[email protected] • 804-726-7530
January 6, 2011
Supervisor Requirements
To become a child welfare supervisor in Virginia, one must have a Bachelor’s degree in a
human services related field or two years of relevant experience. This requirement is the same
for child welfare caseworkers. Currently, there are no on-going requirements, but Virginia’s
Program Improvement Plan includes the development of minimum standards and training
hour requirements for supervisors.
Pre-service Training
New child welfare supervisors in Virginia are required to take an 18-hour course called “Child
Welfare Supervision” within the first year of employment. This is a mandatory, child welfare
specific training with a written curriculum. It is also competency-based, and Virginia has
adapted Ohio’s competencies to fit within their system.
The course is designed to be trained in two days, with a “come back” day approximately four to
six weeks later. The focus of the “come back” meeting is on transfer of learning. All courses are
classroom based, and held at five area training centers located near local agencies. This is also
based on Ohio’s model. The trainers are contracted.
Ongoing Training
There is currently no on-going training offered to supervisors that is child welfare specific.
Supervisors are offered the opportunity to attend a generic supervisory training for all state
employees, but this is not specific to child welfare.
Professional Development
Training needs assessments are not currently used in Virginia, but there are plans to create
these assessments along with professional development plans.
Supervisor Supports
The five Department of Social Services Regional Offices coordinate regular meetings for
supervisors (both monthly and quarterly). This provides supervisors with an opportunity to
share updates on policy issues and initiatives, as well as speak with one another on a regular
basis.
Partnerships
The Virginia Commonwealth University School of Social Work (VCUSSW) has been under
contract to the State to provide curriculum and trainer development for a broad range of public
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social service topics since 1991. This contract will unfortunately be discontinued in the near
future (within 6-12 months) due to budget reductions.
Additional Information
Virginia’s training center system is designed around Ohio’s model (as they had contracted with
Ohio 20 years ago to develop this). Virginia also contracted with the Institute for Human
Services to teach their CORE supervision training to supervisors in the fall of 2010. Their goal is
to learn this training, and then re-write it to fit Virginia’s needs. The initial goal is to develop
competencies for the CORE training, and then eventually develop specialized and related
competency based training.
Virginia is looking to move away from a reactive approach toward a more proactive approach
with training for supervisors. Initially, the State will focus on supervisors and then on to
caseworkers. The State is also focused on bringing workers in from the field and giving them
more of a voice in creating a system for training that best meets their needs.
Virginia is also interested in developing subject matter expert courses with one or two day
focused workshops. The curricula developed by these experts will be owned by the contracted
training center, but will continue to benefit future child welfare supervisors within the State.
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Washington
Interview with Charlie Watts, Supervisor, Professional Development Unit
Children’s Administration, DSHS Washington
[email protected] • 360-902-7732
January 25, 2011
Supervisor Requirements
In order to become a supervisor in Washington, one must hold a Bachelor’s degree. All
supervisors must attend the Supervisor Academy. If a supervisor is hired from outside of the
agency, he/she must also attend the Social Worker Academy (pre-requisite to the Supervisor
Academy). Following completion of the Academy, supervisors must complete 8.5 days of
training within two years of assuming their new position. For each year thereafter, all
supervisors must complete 20 hours of ongoing training.
Pre-service Training
All new supervisors must attend Washington’s Supervisor Academy prior to, or as soon as
possible after, assuming their role. The academy is three-weeks in length and is trained over a
three-month period. The Academy is held at a centrally located training facility and is trained
by six contracted trainers, in addition to state training staff. The training is child welfare specific
and competency-based. Topics include:
Week #1:
Day One: Core Functions of Supervision; Mission, Ethics and Values
Day Two: Supervision and Legal Issues; Disproportionality
Day Three: Hiring, Screening, Interviewing; Performance Development Plans
Day Four: Taking Corrective and Disciplinary Action; Just Cause and Disciplinary
Action
Week #2:
Day One: Critical Thinking
Day Two and Three: Clinical Supervision
Day Four: Makeup of Meetings; Working with a Multi-Generational Workforce
Week #3:
Day One: Leadership Development and Conversation Style
Day Two: Lessons Learned from Supervisors; Workload Management
Day Three: Solution Based Casework for Supervisors
Day Four: Evidence Based Practice; Performance Based Contracts; FamLink for
Supervisors
Day Five: ICWA for Supervisors
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The State provides a Supervisor Academy Resource Manual which gives an overview of the
training topics, as well as useful information for supervisors as they settle in to their new roles.
Washington plans to revise the Supervisor Academy materials and curriculum. This will be
completed once funding is available to do so.
Supervisor Academy Welcome Packet
Sample Session Outline for Supervisor Academy
2011 Training Schedule
Additional Trainings:
Government Accountability Program Training
Privilege and Oppression Training Day 1
Privilege and Oppression Training Day 2
Ongoing Training
Annual training requirements for supervisors can be satisfied through online trainings, regional
trainings, University courses, conferences, etc. Training contact persons are located in each of
Washington’s six regions and are responsible for assisting staff with finding appropriate
trainings to satisfy the annual requirement. Additionally, Washington conducts trainings bi-
annually to update supervisors on policy changes and/or updates.
Professional Development
Washington offers courses that supervisors may take in order to specialize in their position;
available in Child Protective Services, Intake, Adoption, Department of Licensing Resources
and the FRS program.
Supervisors are strongly encouraged to participate in IV-E funded Master’s degree in Social
Work program. Additionally, Washington has just begun working with Partners for Children to
build a relationship with the University of Washington and Eastern Washington University. The
goal of this partnership is to provide more training and coursework for state social workers and
supervisors. This project also includes funding for research.
Supervisor Supports
Management meetings of regional administrators, area administrators and supervisors are held
regularly. This is an opportunity for supervisors to network with one another.
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Wisconsin
Interview with Chris Sieck, State Child Welfare Training Coordinator, University of
Wisconsin
[email protected] • 608-262-5712
Brent Ruehlow, Staff Training Curriculum Coordinator, University of Wisconsin
[email protected] • 608-890-2338
January 27, 2011
Supervisor Requirements
Currently, Wisconsin does not have any state-mandated hiring requirements for child welfare
supervisors. Each county agency hires staff at its own discretion. Once hired, all supervisors
must complete a minimum of 30 hours of in-service training every two years.
Pre-service Training
Wisconsin offers a CORE Training developed by Ohio’s Institute for Human Services (IHS) to
all supervisors. This is trained once per year at the regional training centers. Additionally, the
Milwaukee training center offers the Butler Institute’s Putting the Pieces Together training. This
is offered at least once per year. Participation in these trainings is optional for supervisors.
Additionally, an online pre-service training is required of all child welfare workers; however it
is not supervisor-specific.
Ongoing Training
Wisconsin worked with Alabama, South Dakota and Louisiana to develop a 22-week
curriculum re: action models for safety, called Supervisors as Safety Decision Makers. The
training features weekly homework assignments which are posted to an online forum and made
available to others in the training cohort to provide feedback. A pilot of this new training has
now been completed in South Dakota. At this point, no final decisions have been made on how
this program will be implemented.
Wisconsin offers a Lunch and Learn program that features monthly teleconferences on child
welfare topics. The program is open to all staff and sometimes features supervisor-specific
topics. Topics are chosen based on a needs survey sent to all child welfare staff.
University partners offer trainings periodically, typically in response to a change in practice or
policy. Additionally, many caseworker trainings will include an additional day of training for
supervisors to learn how to supervise around the training topic.
Professional Development
The University of Wisconsin School of Social Work facilitates a program called Child Welfare
Dialogues. This program features lectures by child welfare experts for supervisors and/or
caseworkers.
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Wisconsin’s Quality Service Review process is used to identify training needs. Professional
development plans are not used statewide; however, some counties have elected to use them.
Supervisor Supports
Wisconsin offers a coaching and mentoring program for supervisors which teaches them how to
implement coaching and teaming in their agency (following the Family Teaming Model). The
program is run at the county level and is designed to prepare supervisors to become a coach for
their own county.
Regional supervisory meetings are held monthly or bimonthly. There is a Supervisor Peer
Network organized in the Northeast region of the state, which typically meets before or after
the regional meeting. This is an informal meeting which focuses on discussion of supervision
topics and problem solving.
Wisconsin also maintains a steering committee in each of the regions that is made up of
managers and supervisors. Their purpose is to evaluate frequency of current trainings as well as
identify and discuss training needs. When a new training need is identified, regional training
partnerships will make a proposal to the State. The committee has found that many of the
training needs identified at the regional level are also needed at the state level.
Additional Information
Part of Wisconsin’s Program Improvement Plan (PIP) focuses on developing better training and
more resources for supervisors. The State is interested in creating a training program based on
the National Child Welfare Workforce Institute’s Leadership Academy for Supervisors (LAS).
Ideally, the course would be offered statewide and additional activities and trainings would be
developed to supplement the training. Also part of their PIP, Wisconsin is creating a Leadership
Development Program which will be available to those interested in moving into management
positions. The State is also working on a mentoring program for directors.
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Wyoming
Interview with Clint Hanes, Training Director, Wyoming Department of Family Services
[email protected] • 307-777-8538
Jeff Dockter, Training Unit Coordinator, Wyoming Department of Family Services
[email protected] • 307-777-6346
February 7, 2011
Supervisor Requirements
In order to become a supervisor in Wyoming, one must have a Bachelor’s Degree in social work
or a related field. Wyoming requires that all child welfare staff be certified. Certification is
awarded once the worker (1) has completed the State’s pre-service training and (2) has
completed 12 months in the position. All child welfare workers must complete a minimum of
20 hours of in-service training each year.
Pre-service Training
All child welfare workers are required to complete Wyoming’s pre-service training. This
training is not supervision-specific, but rather covers a broad base of topics. The competency-
based curriculum is trained in a classroom and is offered at multiple sites around the State.
Ongoing Training
For supervision-specific training, the State offers the Wyoming Introductory Supervisory
Education Program (WISE). The first two days of the training focus on Wyoming-specific
administrative topics (e.g. performance appraisals, executive orders, personnel policy), and the
following three days offer leadership skills (e.g. time management, program management,
conflict resolution). A three-day WISER class is a follow-up training to WISE which looks
specifically at case studies and uses role play to practice techniques taught in the WISE training.
Additionally, the State offers “Managing at a Distance” which is a two-day course designed to
provide skills to improve management styles. The aforementioned trainings cover broad
supervision skills and are not child welfare specific.
Wyoming’s Department of Family Services trains the Child Welfare League of America’s
(CWLA) “Supervising for Success” curriculum. This curriculum was first trained in 2009 and is
now considered the agency’s supervisory training model. Currently, a CWLA staff person is
training the curriculum; however, Wyoming hopes to develop a Train the Trainer program in
the future. Thus far it has been difficult to implement the program as a result of the small
population of supervisors in Wyoming.
Wyoming has also used the Butler Institute’s “Putting the Pieces Together” curriculum;
however, the State has not offered it since 2006 as a result of budget restraints, delivery
challenges, and low supervisor turnover.
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Professional Development
Wyoming offers several opportunities for professional development to supervisors. There is a
Recruitment and Retention effort in the State which is offering the National Child Welfare
Workforce Institute’s Leadership Academy for Supervisors. The Casey Foundation has been
facilitating regional roundtables which focus on training supervisors to overcome barriers to
permanency. Additionally, the Signs of Safety training has been offered in two counties.
Wyoming’s Program Improvement Plan (PIP) group is working to update the State’s manual
for supervisors as the current manual is out-of-date.
Currently, training needs assessments are not utilized in Wyoming. During the 2006 “Putting
the Pieces Together” training, ITNAs were introduced; however, their use has not been
maintained. Wyoming is not currently using competencies for their supervisors; this is another
area that the PIP group has been examining. Wyoming does offer annual performance
appraisals for all child welfare staff.
Supervisor Supports
Wyoming offers quarterly statewide meetings for supervisors. These meetings consist of two
half-days. The first day covers more general topics and usually has a training component. The
second day is specific to different supervision areas, e.g. all Child Protective Services
supervisors will come together to brainstorm, problem solve and network.
Partnerships
Wyoming has partnered with the following entities regarding training for supervisors: Butler
Institute for Families (helped to pilot learning circles in the Casper region); the National Child
Welfare Workforce Institute; Child Welfare League of America; The Casey Foundation; and the
Mountains and Plains Implementation Center.
Additional Information
Wyoming’s Program Improvement Plan addresses the need for improved supervisory training
and support in the State. A Supervisor Advisory Group has been formed to work on the
development of new programs. Currently they are investigating a more systematic approach to
the use of NCWWI’s Leadership Academy for Supervisors.
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Appendix A – Discussion Guide
SUPERVISOR TRAINING PROJECT
Date/Time of Interview:
Interviewer(s):
Interviewee(s):
PRE-SERVICE
1. What are the requirements to become a supervisor in your agency? (i.e. degree, certification,
experience)
a. Any on-going requirements? (CEUs, license, etc.)
2. What does your State offer for Pre-Service training specific to supervision?
a. Is this specific to child welfare?
3. Is this training mandatory or optional?
4. Do you have any written curriculum for this training?
a. Are you able to share this curriculum with us?
5. We’re interested in knowing the topics that this curriculum covers - is a list of topics
available in the curriculum itself or elsewhere?
a. Does the training for supervisors address how to be an administrator or
manager? (i.e. how to hire, EEOC rules, how to conduct the employee evaluation
process, how to manage a failing employee, how to manage a meeting, how to
handle the press, how to build partnerships with other agencies, how to use data
to monitor performance, etc.)
b. Does the training for supervisors address developing clinical or casework
supervision skills? (i.e. family engagement and comprehensive family
assessment, managing worker caseloads, how to support workers in practice,
working with particular problems or populations, etc.)
c. Is this training competency-based? Are you able to send us your competencies?
6. How is this curriculum designed to be trained?
a. Suggested number of days/hours?
b. Online or face-to-face?
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c. Multi-site availability or centralized?
d. Who trains on this? (State staff, university staff, contractors?)
ONGOING TRAINING
7. What does your State offer for ongoing training for supervisors?
a. Is this specific to child welfare?
8. Is this training mandatory or optional?
9. Do you have any written curriculum for this training?
a. Are you able to share this curriculum with us?
10. We’re interested in knowing the topics that this curriculum covers - is a list of topics
available in the curriculum itself or elsewhere?
a. Does the training for supervisors address how to be an administrator or
manager? (i.e. how to hire, EEOC rules, how to conduct the employee evaluation
process, how to manage a failing employee, how to manage a meeting, how to
handle the press, how to build partnerships with other agencies, how to use data
to monitor performance, etc.)
b. Does the training for supervisors address developing clinical or casework
supervision skills? (i.e. family engagement and comprehensive family
assessment, managing worker caseloads, how to support workers in practice,
working with particular problems or populations, etc.)
c. Is this training competency-based? Are you able to send us your competencies?
11. How is this curriculum designed to be trained?
a. Suggested number of days/hours?
b. Online or face-to-face?
c. Multi-site availability or centralized?
d. Who trains on this? (State staff, university staff, contractors?)
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PROFESSIONAL DEVELOPMENT TRAINING & OPPORTUNITIES
12. What other training or professional development opportunities are available to supervisors?
a. Where are they offered?
b. What general topics do these cover - is a list of topics available?
13. Is this/are these mandatory or optional?
14. Do you have specific curricula, tools, or materials for these? (i.e. supervisory practice
manuals, newsletters, etc.) Are you able to share these with us?
a. What general topics do these cover - is a list of topics available?
b. How are these designed to be trained - are there a suggested number of
hours/days?
15. Do supervisors engage in formal or informal training needs assessments? (i.e. ITNAs –
individual training needs assessments).
a. How is this information used?
16. Are professional development plans used for supervisors?
17. Do you currently have any plans for supervision training development or plans for
updating the current trainings or professional development opportunities? (Information
from PIPs)
CURRENT SUPERVISORY SUPPORT
18. Do supervisors meet with one another on a regular basis?
a. Is this on a county, regional, and/or state level?
b. Do you have any other formal supervision groups (i.e. Association of
Supervisors, Advisory Council, etc)? Are these at a county, regional, or state
level?
c. What other forums do Supervisors use to network across your state?
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19. Do you currently have any partnerships with universities, resource centers, foundations, etc.
related to supervisory training or support within your State?
20. Is there anything else you want to tell us about that we haven’t already covered?
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Appendix B – Additional Resources
NRCOI Resources:
Assessing your Supervisory Training: Trainer's Guide
This NRCOI-sponsored curriculum was developed by Charmaine Brittain with the
Butler Institute for Families in 2005. This training is designed to help you systemically
assess your agency's supervisor training curricula to determine its strengths and areas
needing improvement.
Building a Model and Framework for Child Welfare Supervision
This 2009 publication, developed in conjunction with the National Resource Center for
Permanency and Family Connections, provides an organizational framework to support
and sustain effective child welfare supervision.
Building Effective Training Systems for Child Welfare Agencies
This 2008 guide provides an analytic framework for child welfare agencies or Tribal
leadership teams to build a shared understanding of, and commitment to, the value,
role, capacity, and development of their training systems.
Managing for Outcomes in Child Welfare: Trainer's Manual
This 2002 training curriculum provides child welfare managers and supervisors with an
understanding of the concept of outcomes based management in child welfare,
including how outcomes can promote the goals of safety, permanency, and well being
for children and families.
Strengthening Child Welfare Supervision: A Participatory Design Process
This PowerPoint presentation provides an overview of the supervision process utilized
by the NRCOI and the National Resource Center for Child Welfare Data and
Technology.
Strengthening Child Welfare Supervision Newsletter
This 2007 issue provides information and resources to help agencies strengthen and
support the critical role child welfare supervisors play in organizational improvement.
Using Information Management to Support the Goals of Safety, Permanency and Well
Being
This 2000 competency-based curriculum is designed to train supervisors on how to use
Statewide Automated Child Welfare Information Systems (SACWIS) data to generate
information critical to their day-to-day work.
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NRCOI Teleconferences/Webinars:
Supervisors as Leaders of Practice Change: Tools and Approaches
This 2010 webinar highlights learning labs and learning circles as tools to support
supervisors and help them work more effectively with their staff.
Building an Effective Child Welfare Training System
This 2008 teleconference gives an overview on what an effective child welfare training
system looks like and provides an analytic framework that leadership can use to assess
the extent to which its training system produces a range of professional development
opportunities.
Strengthening Supervision
This 2007 teleconference features the work of the Southern Regional Quality
Improvement Center, and what has been learned about clinical supervision methods
that have a positive impact on worker retention, case practice, and child and family
outcomes.
Resources from Other Organizations:
Leadership Academy for Supervisors
The National Child Welfare Workforce Institute (NCWWI) offers a free web-based
training that provides a unique learning opportunity for child welfare supervisors to
enhance their leadership skills.
Management & Supervision Resources Library
The Child Welfare Information Gateway hosts an abundant library of supervision
resources and materials.
Promoting Structured Clinical Casework Supervision in Public Child Welfare:
Curriculum Outlines and Selected Materials
This document highlights the materials gathered by the Southern Regional Quality
Improvement Center from their clinical casework supervision projects within Arkansas,
Mississippi, Missouri, and Tennessee.
Supervision: The Safety Net for Front-Line Child Welfare Practice
This report is from a Think Tank Symposium held in February, 2011 by the NASW
Center for Workforce Studies & Social Practice, the National Child Welfare Workforce
Institute, and Casey Family Programs. Focusing on the critical role the supervisors play
in supporting and sustaining the workforce, this report also includes an extended
supervision resource list. You can visit the website at: www.socialworkpolicy.org!
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Supervisory Training: Putting the Pieces Together
This 2007 curriculum, developed by Charmaine Brittain with the Butler Institute for
Families, is based on Kadushin's functional model of supervision and is divided into
three modules: Administrative, Educational, and Supportive Supervision. Available for
use by the child welfare field, this curriculum has been utilized and adapted by a
number of different States.